TheWisdomOfHeads

Why don't schools advertise like this iconic 1981 LEGO ad? It's brave, smart, sassy, and emotionally connected—celebrating real, messy childhood over glossy perfection. Time for honest education marketing? Thoughts? foxly.link/uiqYrc #EdMarketing #LEGO

Last minute Christmas gift? Some holiday reading? All our ebooks now discounted. The Wisdom of Heads - £1.99 International Schooling - £4.99 My Educated Life - £1.99 That's less than the price of a Starbucks, especially with the 'egg nog' add on. 🎄🧋🎅 amzn.to/4qbzKSJ

As a writer today, everyone suspects AI — especially if you use ‘that’ dash... It’s the AI giveaway, the canary in the digital coal mine; it’s the sign of the times. Anyone who spends time online — on LinkedIn, in forums — can spot AI when they see it, courtesy of that dash. But, the em dash has long been a habit of mine, and I don't intend to give it up. Read why here: foxly.link/nTrKqN

As a writer today, everyone suspects AI — especially if you use ‘that’ dash... It’s the AI giveaway, the canary in the digital coal mine; it’s the sign of the times. Anyone who spends time online — on LinkedIn, in forums — can spot AI when they see it, courtesy of that dash. But, the em dash has long been a habit of mine, and I don't intend to give it up. Read why here: foxly.link/nTrKqN

Applications close Dec 15th. The cohort forming? Incredible. Experienced leaders who are done with theory and want something that actually works in their context. Few spots left. Every case study comes from real participant challenges - no hypothetical rubbish. Want in? DM me.

Why don't schools advertise like this iconic 1981 LEGO ad? It's brave, smart, sassy, and emotionally connected—celebrating real, messy childhood over glossy perfection. Time for honest education marketing? Thoughts? foxly.link/uiqYrc #EdMarketing #LEGO

As ever more international schools open (often for-profit), and as UK independent education evolves (increasingly into the hands of for-profits), I was going to repost an old piece on the ‘morality of profit’. But I reread it and, frankly, was embarrassed. Suitably shamed by what I thought passed muster in 2019, I spent the weekend on an entirely new article. I’ve updated the data and rewritten the arguments. Yes, it still leaves a lot of unanswered questions; plenty of “yeah buts” and “what abouts”. But I wanted to stick to roughly 2,000 words, and I wanted to focus on the for-profit debate. It’s an evidence-backed thought piece, not a PhD. It’s a longer read (grab a coffee), but hopefully accessible enough to add some evidence to the debate, without you needing to wade through a stack of academic journals (…you’re welcome). TL;DR Should schools be run for-profit? The data suggest it’s neutral. Or rather, when it comes to quality of education, profit or not is not what matters. - There are good for-profit schools and bad ones, just as there are good not-for-profit schools and bad ones. - Private schooling does confer advantages, but, in terms of grades, it mostly doesn’t matter if a school is for-profit or not. Once you account for who attends and how well the school is run, profit status explains relatively little of the difference. - What’s important is what a school does with the money it has, and that the children within receive an education that is both value-for-money and genuinely valuable. And if you want to test that in context, ask: What happens when there is a trade-off between margin and mission? Do the school’s actions match its stated values when they become expensive? Enjoy. PS: ChatGPT helped with some of the sources, but the writing is mine, not AI—em dashes and all. 😀 linkedin.com/pulse/should-s…

Why don't schools advertise like this iconic 1981 LEGO ad? It's brave, smart, sassy, and emotionally connected—celebrating real, messy childhood over glossy perfection. Time for honest education marketing? Thoughts? foxly.link/uiqYrc #EdMarketing #LEGO

Why don't schools advertise like this iconic 1981 LEGO ad? It's brave, smart, sassy, and emotionally connected—celebrating real, messy childhood over glossy perfection. Time for honest education marketing? Thoughts? foxly.link/uiqYrc #EdMarketing #LEGO

Bangkok schools: Change management workshop available 6th Nov (maybe 5th pm). I'm there for Valentina David masterclass + Festival of Ed but got one day free. Workshop or strategy session with your leadership team? DM fast. Share with Bangkok mates!

Teachers like to moan. So do school leaders. And they both like to moan about each other. There’s a lot of moaning. When you’re working in education—with all its emotional labour, policies, bureaucracy, and issues—it’s easy to become jaded with a school, perhaps even with all schools. It’s important to remember, though, that like most organisations, schools might be full of contradictions, varying ambitions, and challenging behaviour, but they are also full of excellence, passion, and delightful people (yes, the students and the teachers). So, whilst it’s necessary and cathartic—healthy even—to boo at the bad parts, remember to also cheer for the good parts. There’s no inconsistency in challenging, say, a school’s assessment structure or timetable while also acknowledging the strength of its safeguarding frameworks, exam results, or curriculum innovation. Schools are never monolithic; they are a mix of ambitions, contradictions, and competing priorities. So, next time you are having a ‘good old moan’, remember it is possible to hold multiple truths at once—to applaud what’s working, push back where it’s not, and to resist the comfort of a single, simplistic narrative. It may not (all be) as bad as you think. ----------------------- Thoughts on leadership, done differently Follow or, sign-up to join my newsletter; wisdom direct to your Inbox weekly (no spam, just nudges to think a little differently): sendfox.com/lp/3ed08p ------------------------

Delighted that one of our authors, Paul Halford, has appeared on @leaningshane's excellent 'Education Leaders' podcast. Shane's summary: Most school change fails because leaders don't understand the subjective experience. You see logic and data. They see extra work when they're already drowning. The fix? Stop being a gatekeeper, start being cosmopolitan - open to ideas and emotions. 🎧 Listen here: buff.ly/gicZQvR #EducationLeaders 📖 You can also grab a copy of Paul's book, 'My Educated Life', here: foxly.link/MyEducatedLife

With new international school announcements emerging almost weekly, I’m resurfacing another old article that feels more relevant than ever. As the number of international schools grows, more markets are showing signs of saturation—or at least early-stage maturity. But how can you tell if your market is maturing? And what should you do if it is? TL;DR: In growth markets, average often suffices. A rising tide lifts all boats. Most schools can survive, even thrive, on momentum alone. But in maturing markets, that safety net disappears. Maturity exposes inefficiencies and forces clarity. Schools must confront—often for the first time—competitive pressures, strategic trade-offs, and operational weaknesses. In such environments, financial and commercial awareness become a core leadership responsibility. Marketing, finance, public relations, and business acumen are no longer peripheral—they become as critical as pedagogy, curriculum, safeguarding, or pastoral care. Curious where your market sits on the growth–maturity curve? The full article is on LinkedIn here👇 bit.ly/4lEflnB

It's that time of year 🛫🏖️🌇🏔️🛬 A time when many teachers are planning and packing for the BIG MOVE - the move to international school teaching. If that's you (or a friend/relative) don't forget to grab a copy of 'International Schooling: The Teacher's Guide'. It's full of hints, tips, and advice from people already enjoying the adventure. Grab a copy here (or just take a look at the FREE bonus section): pedagogue.ac

{REPOST} Teaching is deeply rewarding. It’s also a job that never ends. You can always do more, and there is always more to be done. There is always the next class to teach. There is always another meeting to attend. There is always more marking — so, so much marking. The school day is relentless. Teachers march to the beats of a bell, a buzzer or, for a lucky few, to the soft chimes of a campus clocktower. Every hour is a timetabled rush from one thing to the next. Ever more demands and ever more activities are squeezed into ever shorter breaktimes, lunchtimes, and ever longer after school slots. Every minute is lived at breakneck speed. There is always something else to squeeze in before the next bell, buzzer, or chime. Schools are busy places; very busy places. But why? What is it about schools that makes them so busy? Context matters, of course. In some settings there will be particular pressures: governmental, economic, geographic, or simply incompetent/overzealous leadership. All of which might increase busyness. As important as those factors are though, they are not the focus of this piece. Of interest here are the common themes which, regardless of context, might contribute (and combine) to make schools so busy. What is it about schools as organisations which seems to make them inherently busy? And does teacher psychology contribute to busyness? What I offer below are my own initial thoughts and musings. The beginnings of an answer. Not the whole answer, nor even perhaps the right answer, but hopefully the genesis of something which may get us closer to understanding what it is within the DNA of schools which makes them so busy. In no particular order: IT'S A DIFFICULT (AND INTENSE) JOB The daily task of teaching, supporting, controlling, nurturing, mentoring, coaching, guiding, and educating diverse groups of children, each with their own unique needs, is intense. It is also highly emotive. Mistakes matter. We hold their future (the future) in our hands. With that weight on our shoulders, no wonder we are busy. Other jobs may be forgiving of ‘off days’ but, as teachers, we rarely forgive ourselves for anything other than our very best. Add to that the constant chatter, the constant questioning, the constant need for reassurance, the constant requests to go to the toilet, the constant noise, and it is easy to see why the demands of the job are immediate and incessant. Unlike an e-mail from a client, or a sales call to be returned, the needs of children can’t be ignored — at least not for very long. We also talk, think, stand, act, sing, and dance sometimes solidly, and sometimes all at once, for five or six hours per day. Rest, when it comes, is sporadic and often interrupted. There are break-time duties, meetings, parents to see and call, and fights in the corridor to separate. Teaching is difficult and intense. Every day is busy. AND, IT'S NOT JUST A JOB As trite as the saying is: Teaching is a vocation, not ‘just’ a job. But, as a result, we are slaves to our calling. We pay a busyness ‘tax’ for our passion. All of the extras teaching involves are done without extra pay, in the evenings, and at weekends because it’s ‘for the students’, because ‘it’s the right thing to do’, because we love what we do. We are guilty then of creating busyness. For some teachers the claim to busyness is code for: “I care more than you…I am willing to sacrifice more”. Being busy is a humble brag. It is also an identity anchor. A full diary is validating. To paraphrase Descartes: “I’m busy, therefore I am" This doesn’t mean that we shouldn’t be passionate — teaching is the best job in the world because its ‘for the students’ — it’s simply to point out that a cause of busyness is our own tendency to fully and wholeheartedly commit to the job and to subsume our lives to it. In turn, as a profession (encouraged on by school leaders, governing bodies, and governments), we legitimise and glorify busyness. DOING THE JOB CREATES MORE JOBS It is an oddity of teaching (and, admittedly, a few other professions — medicine, for example) that work begets more work. Every class taught generates more assessment, more marking and more planning. A never-ending cycle of teach-mark-plan-teach. Teachers also get very little time without students present — maybe an hour a day at most, and in some cases, much much less. So, all of the tasks that teaching generates must be done outside of the time spent teaching. The result is busyness. Idle hands… Schools are busy because children need to be kept busy. Left on their own, children have a tendency to get up to mischief. Keeping children busy and out of trouble keeps teachers busy. PAPERWORK, SO MUCH PAPERWORK And then there’s the paperwork. Oh, the endless paperwork. Whether you work in a government school, a private school, or an international school there will be paperwork — and lots of it. Much of this is created because schools are ‘tall’ organisations, there are multiple levels of management and layers and layers of checks, controls and balances. In some educational settings teachers aren’t even trusted to use stationery appropriately, requiring management signatures just to get a new whiteboard pen. Time spent chasing signatures and ticking boxes adds up to busyness. THE BELLS, THE BELLS Schools survive on routine and order. Days, weeks and months are timetabled into distinct divisions. Lessons are a given length. Breaks a defined period. Lunch must be eaten at a set time and within a set duration. The metronomic routine of a career lived to schedule means there is always somewhere to be, a class of students soon on their way, or a breaktime coffee gone cold as the bell sounds all too soon. This perpetual sense of imminence compresses time. There is work to be done and it HAS to be done before the bell goes. The effect is a compounding of busyness — too much work and too little time. SCHOOL RULES, RULE We are teachers, we like rules. We like rules about uniform, we like rules about hands up, we like rules about punctuality, we like rules about lining up, in some schools there are even rules about underlining. What do all these rules have to do with busyness? Well, the more rules there are, the more policing those rules need. And, policing takes time and energy. There also have to be consequences for breaking the rules. And, managing those consequences, takes yet more time and yet more energy. I am not saying schools shouldn’t have rules. Just that rules add to busyness, especially compared to corporate settings where people don’t get detention for not having their shirts tucked in. IT'S JUST NOT FAIR As well as liking rules, teachers like things to be fair. The rules have to apply to everyone, equally. In the corporate world the hours kept by one department have little bearing on those kept by another; discrepancies in workload are accounted for in pay. Not so in teaching. As teachers we like things to be equal. For example, often department or year group meetings are scheduled at the same time for everyone. No matter if one department could meet at another time and leave ‘early’, that’s ‘not fair’. So, everyone meets at the same time — and everyone ends up being busier. During the various Covid-19 lockdowns, many schools insisted that teachers attend school to deliver their virtual lessons. While the corporate world worked from home, teachers worked virtually from school. Why? A desire for control and a lack of trust. And because both control and trust hide behind a veil of ‘fairness’. That’s just two examples. There are others, and they all result in reducing the autonomy of people to work when and how it suits them, increasing busyness. DELEGATION Teachers can’t delegate or outsource many tasks. Much as some might love to, outsourcing marking isn’t very professional! And not much can be automated; roll on the day when Artificial Intelligence can write end-of-term reports for us, but we are not there yet. ANYWAY, YOU’RE BUSY Of course, we’re far from the only profession that’s busy. The police, the armed forces, doctors and nurses, the fire service, they are all required to maintain insane levels of busyness too. Indeed, in many respects, public service professions all function at similar levels of intensity — though, for teaching, hopefully with a little less blood, fewer tasers and no guns involved. Comparisons aside, as the musings above suggest, the very nature of teaching lengthens to-do lists. In the blink of an eye a typical days teaching is over; leaving evenings and weekends spent marking, report-writing, doing paperwork and, these days, managing emails. Anyway, you’re busy. I need to let you go. ----------------------- Thoughts on leadership, done differently Follow or, sign-up to join my newsletter; wisdom direct to your Inbox weekly (no spam, just nudges to think a little differently): sendfox.com/lp/3ed08p ------------------------

To be an effective school leader, you have to believe that what you’re doing makes a difference—even while knowing that you might falter, stumble…perhaps even fail. That’s obvious, of course. We became teachers to make a difference. Yet, as every school leader knows, the reality is that many initiatives don’t go the distance. Some lose momentum. Others fade into myth (and become the source of staffroom mirth). Even the most thoughtful strategies can fail to take root. Still, schools are full of leaders who step up and try—not because they’re blind to the challenges, but because that’s the job. Making a difference is what we do; it’s why we get out of bed, day after day. The best way to hold both truths — the conviction that what you’re doing matters, and the humility to know it might not succeed (least not quite as you imagined it) — is to lead in a way you’ll be proud of, whatever the outcome. If the initiative doesn’t land, you’ll still know you led with integrity, courage, and care. And if it does? You’ll know it wasn’t luck—it was leadership grounded in something real. Believing in your vision is what fuels the energy, resilience, and commitment it takes to lead. So lead in a way that makes you proud to put your name to it…whatever the outcome. Believe you’ll make a difference—and, bit by bit, day by day, you will. ------------------------ Thoughts on leadership, done differently Follow or, sign-up to join my newsletter; wisdom direct to your Inbox weekly (no spam, just nudges to think a little differently): sendfox.com/lp/3ed08p ------------------------

Continuing the theme of wit and wisdom, another quote I can’t claim credit for: “You don’t have to attend every argument you’re invited to.” (Charlie Monger) It’s one of those phrases that’s easy to nod at and much harder to live by. Because when tension rises—when a comment feels pointed, a tone feels off, or a decision gets questioned—our instinct is to step in. To correct. To defend. To push back. And sometimes we should. But not always. Not every comment needs a comeback. Not every raised eyebrow needs levelling. Not every moment of staffroom drama needs a guest appearance from the leadership team. You’re allowed to let some provocations pass. You’re allowed to shrug and walk on. You’re allowed to be the adult in the room by not entering the room at all. Because every argument attended is time, energy, and credibility spent. And in schools, those are limited currencies. Some invitations deserve a response. Others deserve your silence. Knowing the difference is leadership. So next time one lands at your feet, pause. Then ask yourself: do I really need to be at this party? If not, RSVP: no thanks. ------------------------ Thoughts on leadership, done differently Follow or, sign-up to join my newsletter; wisdom direct to your Inbox weekly (no spam, just nudges to think a little differently): sendfox.com/lp/3ed08p ------------------------

I can’t claim credit for this one—that honour goes to @jimmycarr : “Students use AI to write essays. Teachers use AI to mark them. When those students graduate, AI gets the job.” A useful bit of wit and wisdom. It’s also helpful as a provocation; perhaps even as a conversation starter with students. We don’t know where AI will take us. But when even comedians are talking about it, we do know we need to be thinking about where AI might take us. And not just about how to use AI—but why, when, and what for. Jimmy Carr might be joking, but like all good jokes, the humour hits because there’s truth in it. Maybe AI is a threat. Maybe it’s a tool. Probably both. What matters most is that we stay curious—because curiosity, unlike content, can’t be automated. The punchline’s on us if we’re not paying attention. ------------------------ Thoughts on leadership, done differently Follow or, sign-up to join my newsletter; wisdom direct to your Inbox weekly (no spam, just nudges to think a little differently): sendfox.com/lp/3ed08p ------------------------

A young teacher, aspiring to leadership, recently messaged me for career advice. I've reached an age where it's a question I'm often asked. It's both flattering and, well, ouch! Bruised ego aside, my advice is generally that you don't need advice, you need experiences. You don't need to be told what to do, you need to be told to do. The doing will give you all the advice you need. Now, that in itself is advice, but it's really not meant as such. If anything, it's anti-advice. Don’t listen to me, just do. However, in the spirit of sharing, I did offer some broad thoughts: START WITH WHY: Knowing your ‘why’ has become something of a cliche, but you do need to know which career ladders to climb. State schools or private? Small or large? Corporate groups or community focussed? Alternative or mainstream? Abroad or at home? Those paths are not mutually exclusive, of course. You can and should get a variety of experience (see below). But, you do at least need to have a sense of purpose and direction - of where you want to head, and what you want to avoid. VARIETY MATTERS: Experience will get you to the top, but not repeated years of the same experience. Teach different year groups. Tackle different subjects. Take on diverse responsibilities: academic, pastoral, and administrative. Move schools (but not too often). Broaden your knowledge. Learn outside of your skillset. GEOGRAPHY MATTERS TOO: Try to be close to the action. Where that action is will depend on where you live. At the very least, be prepared to travel: to the best jobs, to the best countries for (perhaps) even better jobs, and to the best training events. Be at the centre, not the periphery. Go where it’s happening. And if you can’t be ‘there’ physically, figure out how to get ‘there’ online. CONFERENCES: In tandem with the above, attend conferences. Speak at them if you can. An easier start is to be on Q&A panels, work your way up to solo slots. NETWORK: Another cliche: it’s not what you know, it’s who you know. EMBRACE OPPORTUNITY: Not all jobs are equal. Schools in challenging circumstances are often career accelerators. Ditto start-up schools. The positions nobody wants can give the biggest boost. A low-paying position in a top-rated school may enhance your resume and your reputation. Early in your career, or when first moving into leadership, choose jobs with the greatest potential not necessarily the best package. Your future self will thank you. But…. AVIOD MISSTEPS : The flip side of embracing opportunity is avoiding career traps: schools that are so safe and secure that you could easily spend your entire career there (though, no harm if that’s what you want); schools with poor reputations which do damage to your CV; or, schools which sap your morale and depress your career. If you do find yourself ‘stuck’, make the best of it. Learn as much as possible. Run professional development sessions. Set yourself apart. Be able to show on your CV that you thrived, despite circumstances and constraints. And, don’t punish yourself for any missteps, reward yourself for trying. Then, move on. WRITE: Or, these days ‘be on social media’. Support other people’s work; add your own voice to the mix. Become known as an expert, or at least as a contributor. Build a profile. Have a presence. BECOME A ‘MANAGER’: Attend management training courses. Build your subject and pedagogical knowledge, yes, but also develop your management skills. If you are so inclined, consider an MBA (with an education focus). Signal your desire for leadership and your readiness for it. BE AMBITIOUS & RESILIENT, BUT DON’T FORGET EMOTIONAL INTELLIGENCE: Successful leaders must be sensitive to the needs of the teachers, technicians, carers and cared-for in their charge. Hard-headed and autocratic approaches have no place in the modern school. Moreover, whereas an ambitious wannabe leader may have the strength and resilience to thrive in a busy modern school, not everyone will share that desire or those strengths. Recognise this. Be empathetic. Take people with you, don’t tread over them on your way to the top. My final advice is to have fun. Chase opportunities but slow down for success. When you find the thing that works, enjoy it. Careers are rarely linear. Sometimes you end up making little progress for five years and then five years of progress in three months. That's just part of it. Enjoy the slower phases and the growth phases. Embrace the journey. ------------------------ Wisdom, weekly Follow or, sign-up to join my newsletter; wisdom direct to your Inbox weekly (no spam, just nudges to think a little differently): sendfox.com/lp/3ed08p -------------------------