Leadership in an Uncertain World

1. Leadership in an Uncertain World Geoff Barton King Edward VI School, Bury St Edmunds Thursday, September 25, 2014 Download this presentation at www.geoffbarton.co.uk/teacher-resources (Number 96)

4. Miranda: “O brave new world that has such people in't!” Prospero: “'Tis new to thee”.

5. Today

6. This much I know

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8. www.geoffbarton.co.uk/teacher-resources (96)

10. Old Joke

11. Collective Nouns

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17. Q: What’s the collective noun for a group of headteachers? A: A ‘lack’ of principals

18. Q: What’s the collective noun for a group of headteachers? A: A ‘lack’ of principals

19. Q: What’s the collective noun for a group of headteachers? A: A ‘lack’ of principles

20. "If you do what you've always done, you'll get what you've always got" Bill Clinton US President, 1993-2001

21. “Those who stand for nothing fall for anything” Alexander Hamilton Founding Father, 1755-1803

22. VALUES CHANGE

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24. 1 Small things are linked to big things

25. 2 Chief executives belong to business

26. 3 Saying no is harder than saying yes

27. 4 Pronouns matter: I – we Me - us

28. 5 Bluffing is an essential skill

29. 6 We need to be crosser

30. 7 Matthew was right

31. The Matthew Effect (Robert K Merton)

33. The rich shall get richer and the poor shall get poorer Matthew 13:12

34. “The word-rich get richer while the word-poor get poorer” in their reading skills (CASL)

35. “While good readers gain new skills very rapidly, and quickly move from learning to read to reading to learn, poor readers become increasingly frustrated with the act of reading, and try to avoid reading where possible” The Matthew Effect Daniel Rigney

36. “Students who begin with high verbal aptitudes find themselves in verbally enriched social environments and have a double advantage.” The Matthew Effect Daniel Rigney

37. “Good readers may choose friends who also read avidly while poor readers seek friends with whom they share other enjoyments” The Matthew Effect Daniel Rigney

38. Stricht’s Law: “reading ability in children cannot exceed their listening ability …” E.D. Hirsch The Schools We Need

39. “Spoken language forms a constraint, a ceiling not only on the ability to comprehend but also on the ability to write, beyond which literacy cannot progress” Myhill and Fisher

40. “The children who possess intellectual capital when they first arrive at school have the mental scaffolding and Velcro to catch hold of what is going on, and they can turn the new knowledge into still more Velcro to gain still more knowledge”. E.D. Hirsch The Schools We Need

41. Aged 7: Children in the top quartile have 7100 words; children in the lowest have around 3000. The main influence is parents. DfE Research Unit

42. Every teacher in English is a teacher of English George Sampson, 1922

43. The Matthew Effect: The rich will get richer & the poor will get poorer

44. Research the life of Martin Luther King

45. So how would you, a fully paid-up member of the literacy club, approach the task?