Leading and Sustaining Educational Change - Raising Attainment in Primary Mathematics

The ‘dynamic, complex and multilayered’ context of a school can be ever changing (Forde, McMahon, McPhee & Patrick, 2006:82). In a school spanning Early Years to Secondary education, leading pedagogical and curricular... [ view full abstract ]

The ‘dynamic, complex and multilayered’ context of a school can be ever changing (Forde, McMahon, McPhee & Patrick, 2006:82). In a school spanning Early Years to Secondary education, leading pedagogical and curricular change as part of a wider school improvement agenda can be challenging. Adding to this complexity is working with non-homogenous key groups that make up our diverse learning community be it our children and families, teachers, middle and senior leaders, a private consortia board, a national education authority and add to this a volatile economic and political situation, it becomes clear the influencing factors on change processes and teachers and leaders themselves are numerous and often competing (Bronfenbrenner, 1994). But important lessons have been gleaned applicable across the education spectrum, particularly related to leading and sustaining change.

This workshop will explore key aspects of leading and sustaining educational change in the context of a 3-18 school, as well as key considerations and factors for school and leadership practices, mechanisms and structures, utilising the context of a change project in curricular and pedagogical change. This seminar will explore practical examples from an infant and primary school setting, embedded in research, on how working towards developing raised attainment, mastery and a love for learning in Mathematics through an emphasis on enhancing professional capital, practice and development opportunities, as well as building a clear strategy, highlighted key lessons for leading and sustaining educational change.