Being Brave: How To Get Comfortable With Being Uncomfortable
As leaders of learning we always need to be brave – and choose courage over comfort. Here’s how.
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Why CrisisID® and private coaching work so well together
Accelerate your professional development by combining two of our most popular programs.
How CrisisID helps participants shift their self-story
While you can’t prevent life’s ups and downs, you can control the way you react. Here’s some tips to start thinking and acting differently.
Why can’t we be clearer on what we expect from students?
Many teachers don’t know exactly what they’re measuring their expectations against, which can be problematic.
How to make sure the standards you set actually stack up
Check you’re in line with the curriculum, and reduce the achievement gap in the process.
Decisions, decisions, decisions: How to get clearer on the decision-making process
When it comes to making decisions, one of the worst things that learning leaders can do is to lack purpose and clarity.
Team norms – or how to avoid a meeting full of ‘eye rollers’
How your school can encourage teams to have the professional dialogue that’s needed.
The Myth of Feedback
Each instalment of our ‘Empowering Educators’ series features a conversation between Gavin Grift and an educator who inspires him.
Are You Reaping The Fruits Of Your PLC Efforts?
Authors Colin Sloper and Gavin Grift explain how to make sure you are.
The 8 Biggest Mistakes To Avoid When Facilitating Team Meetings
We’ve all sat through meetings that are a complete waste of time and energy. So if you’re the meeting facilitator, what can you do?
S.T.O.P! How to become a more trusting school leader
Educational author Gavin Grift discusses the importance of assuming positive intent.
Five ways to think your way out of a crisis
While you can’t prevent life’s ups and downs, you can control the way you react. Here’s some tips to start thinking and acting differently.
Why all teachers can benefit from seeing themselves as learning architects
What has teaching got to do with being an architect, you might wonder? Doesn’t one teach students, and the other design expensive buildings?