Courageous Leadership: An hour to quash the tummy flies in your butter!

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Courageous Leadership: An hour to quash the tummy flies in your butter!

Courageous Leadership: An hour to quash the tummy flies in your butter!

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FED Ambassador: Diana has 21 years’ experience leading secondary education, including six years as a successful head teacher in a London secondary school; Diana works at the cutting edge of leadership development. She is known as a resilient school leader, skilled in urban leadership under challenging circumstances. Diana has substantial success in developing school wide models that strategically enhance the quality of teaching and learning across the curriculum and can couple sound strategic vision whilst giving clear operational direction. She is a programme director on a MA in Educational Leadership for a UK university. Diana is also a lead school inspector, with developed expertise scrutinizing school wide leadership systems. Formerly, as a headteacher for six years in a school in Islington, London, with many students with EAL and poverty factors, she says ‘we were seriously into creativity in the curriculum. All our kids did the humanities, a language, and an art subject. From production to performances and comedy to collaborations: Nahal Ashrafi wants to explore it all In conversation with Chelsea College of Arts, MA Curating and Collections 2020 graduate and ‘In Transit’ founder Celina Loh

She has expertise scrutinizing school wide leadership systems. Diana supports via training and coaching school leaders and their teams to develop positive organisational cultures and systems. UAL Enterprising Alumni Network Event: Purpose-driven and social enterprise from UAL Alumni - Meet the SpeakersDiana works at the cutting edge of leadership development. She is known as a resilient school leader, skilled in urban leadership under challenging circumstances. Diana has substantial success in developing school wide models that strategically enhance the quality of teaching and learning across the curriculum, coupling sound strategic vision and clear operational direction. Beaconhouse traces its roots to the Les Anges Montessori Academy, founded in Lahore, Pakistan in 1975. The Beaconhouse network educates over 315,000 students in Pakistan, the Middle East, Europe, and Southeast Asia in company-owned schools and those operated by network associates.

Then along came STEM and the Ebacc; creativity was no longer fashionable. Should we abandon our vision? No. We pushed forward with what we were doing. Some people said to me, “you can’t do this, Diana.” I responded: “Look at that girl. She has taken off her hijab and is dancing in the ballet class. Later, she‘ll come downstairs to do science, etc, as well.” The governing body was behind it, they agreed – but they also said, “don’t let the results drop! There are no excuses.” So we kept the creative curriculum, but also put effort into the STEM subjects, meeting the government’s targets but more importantly giving our young people a broad, creative education.’ There are lots of emotional ups and downs. Below the surface, your legs can be paddling like mad, but your mind must be still, not flapping. For this to happen, you need emotional support, mentoring or whatever.’ Based on her experience, she runs workshops designed for school leaders ‘to invigorate their leadership journey with a healthy dose of courage and tenacity.’ Sarah Muneeb is Head of Assessment & Qualification Operations at Beaconhouse Pakistan. With over 18 years of experience in the education sector, she is a proficient leader and strategist in assessments and qualifications and has held various pivotal roles in leading schools across Pakistan. In her role, she has been instrumental in introducing prestigious international secondary school qualifications, such as Pearson Edexcel and Oxford AQA, while fostering strong partnerships with globally recognised entities like Cambridge, International Baccalaureate, and the British Council. Sarah also spearheads the efforts for the digital transformation of assessments. Her dedication to youth development and empowerment has consistently driven her commitment to broadening academic opportunities for secondary school students. Often, school leaders’ toughest decisions are in dealing with mediocrity among staff members. ‘Some teachers defend their poor results by saying, “for kids like this, that’s good”. No it isn’t. I told these teachers, where can you put your hand to the plough? [If this isn’t working, where can you contribute?] Most will respond to the challenge, and stay; some will leave.With 16 years’ experience leading secondary education, including six years as a successful head teacher in a London secondary school; Diana works at the cutting edge of leadership development. She is known as a resilient school leader, skilled in urban leadership under challenging circumstances. Diana has substantial success in developing school wide models that strategically enhance the quality of teaching and learning across the curriculum and can couple sound strategic vision whilst giving clear operational direction. She lectures on a MEd in Educational Leadership for a UK university. Diana is also school inspector with developed expertise scrutinizing school wide systems. Diana has been a senior leader in secondary education for 22 years including headship and executive headship.She has nine years recent experience as a leadschool inspector and is a qualifiedleadershipcoach. The Beaconhouse Group is one of the largest independent school networks in the world. It is a learning organisation that takes pride in its past while nurturing a culture of continuous professional development, self-review and reinvention. Becoming a courageous leader takes time, Osagie concedes. ‘You can be in leadership for many years and have only just started your courageous chapter. Some leaders never take the time to develop this aspect of leading their community; but once your role involves leading others it is important that you can lead with integrity and courage.’

With 16 years’ experience leading secondary education, including six years as a successful head teacher in a London secondary school; Diana works at the cutting edge of education and school improvement. She is known as a resilient school leader, skilled in urban leadership under challenging circumstances. Diana has substantial success in developing school wide models that strategically enhance the quality of teaching and learning across the curriculum and can couple sound strategic vision whilst giving clear operational direction. She lectures on a MEd in Educational Leadership for a UK university as well as teaching the Masters program in Educational Leadership for the National College of Education. Diana is also school inspector with developed expertise scrutinizing school wide systems. Third post in the SSAT National Conference 2017: Illuminating learning blog series. Explore how you can be truly evidence-informed in making strategic decisions, how a culture of evidence and research can be embedded across a school or MAT, and the implications of some of the latest research on what we do in schools.

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