Illustrates in detail how school leaders can successfully embed the Learning Power Approach (LPA) in their schools culture and empower teachers to deliver its benefits to their students.
The LPA is a way of teaching which aims to develop all students as confident and capable learners ready, willing, and able to choose, design, research, pursue, troubleshoot, and evaluate learning for themselves, alone and with others, in school and out.
This approach also affords a clear view of the valued, sought-after outcomes of education developing character strengths as well as striving for academic success which underpin everything in the school: the curriculum content, the structure of the timetable, the forms of assessment, communication with parents, and the pedagogical style of every member of staff.
The school leaders job, therefore, is to provide direction and signal the standards aimed for in all these different aspects of school life and Powering Up Your School sets out a detailed explanation of how this can be accomplished. It distils into a series of illuminating case studies the lessons learned by a wide range of school principals who have successfully undertaken the LPA journey, and presents a variety of practical strategies geared to enable school leaders to make a positive impact on the lives of both their staff and their students.
Powering Up Your School is the fourth instalment in the Learning Power series.
Guy Claxton is Emeritus Professor at Winchester University and Visiting Professor of Education at Kings College London. He has previously taught and researched at Oxford University, Bristol University, and the University of London Institute of Education, and is an internationally renowned cognitive scientist. Guys books include Hare Brain, Tortoise Mind; Wise Up: The Challenge of Lifelong Learning; The Wayward Mind; and Intelligence in the Flesh. Recent books on education include Whats the Point of School?; Building Learning Power; and, with Bill Lucas and others, New Kinds of Smart; The Learning Powered School; and Educating Ruby. Guys Building Learning Power approach to teaching is widely used in all kinds of schools across the UK, as well as in Poland, Dubai, Indonesia, India, China, New Zealand, Australia, South Africa, Brazil, and Argentina.Robert Cleary has been the head teacher of Sandringham Primary School for nine years. Robert strives to ensure that school improvement work is underpinned by educational research, and in recent years he has built partnerships with organisations such as Whole Education, National Literacy Trust, London Teachers Reading Group, and Maths No Problem. This approach has helped develop pedagogical understanding and create a professional and shared language about how children learn. Gemma Goldenberg is a former assistant head teacher who led on curriculum design and professional development at Sandringham Primary School in Newham, East London. She is currently studying for a PhD, investigating the influence of the environment on how children learn, play and interact. Rachel Macfarlane is the Director of Education Services at Herts for Learning and has previously served as head teacher at three contrasting schools over a sixteen-year period. Between 2009 and 2018 Rachel was project director of the London Leadership Strategys Going for Great (G4G) programme, which involved working with leaders of outstanding schools to share good practice and produce case studies for dissemination to London schools. Graham has over 40 years experience working in education - holding various posts including head teacher, Ofsted inspector and local authority adviser - and has throughout his career maintained a passionate concern for the ways in which young people learn. He currently works with numerous schools, across the UK and overseas, that have chosen to place the Learning Power Approach - which he developed alongside Professor Guy Claxton - at the heart of their vision for 21st century learning.Jann Robinson has been in post as principal of St Lukes Grammar School in New South Wales, Australia, since 2005. Jann holds a masters in educational leadership, is a member of the Australian College of Educational Leaders (ACEL) and the Australian College of Educators (ACE), and is a strong advocate of developing resilience in young people so that they can meet the challenges of a rapidly changing world.
