Leadership Connections - Edition 3

LEADERSHIP CONNECTIONS

WELCOME

Welcome once more to Leadership Connections, UCL Centre for Educational Leadership’s magazine. Contributions in edition three are with special thanks to the our enthusiastic student editorial team, alumni and honorary lecturers.

I sincerely hope you enjoy reading the articles below. We have a wonderful country profile of educational leadership development im Kazakhstan. We also have a piece by Paul Wood, one of our honorary lecturers and current serving headteacher of Westminster Academy, in which he reflects on moving from the independent sector to the state sector. Our post graduate teaching assistant and doctoral

student (soon to be Dr) Havva Görkem Altunbas, recounts the experience of taking our MA students to Paul’s school and what they gained from this. Finally, we have articles about the experience of studying on our Masters programmes, followed by alumni telling us what they learned while on our courses, and what they are doing now.

If you are involved in educational leadership in some form as a practitioner, student, policy maker or academic, please email me at David.Godfrey@ucl.ac.uk if you would like to submit an article for a future edition.

We hope you enjoy this third edition.

Dr

David

Godfrey Centre Academic Programmes Leader David.Godfrey@ucl.ac.uk

Country Profile: School Leaders’ Professional Development (PD) in Kazakhstan.

An interview with Zhanbota Kabdykarimova by Anel Mustafina

A This article looks at how school leaders’ PD is attended to in Kazakhstan, a post-Soviet country in Central Asia. To do this, we interviewed Zhanbota Kabdykarimova, a Director of the Center of Excellence (CoE), a Kazakhstani national provider of professional development programmes for teachers and school leaders established in 2011.

How did school leaders’ PD come about in Kazakhstan?

The very first programme for school leaders was developed in collaboration with our strategic partner, The University of Cambridge Faculty of Education in 20122013. Kazakhstan did not have experience in PD programme development, and we needed international experts who could teach us that. The University of Cambridge also taught our first trainers of PD

programme and mentored them for 2-3 years. As a result of our cooperation, we developed a 9-month-long PD programme for school leaders that aimed to transform the school leaders’ way of thinking and introduce them to the concepts of school leadership, strategic vision, and mission, as they were not familiar with these ideas before. This 9-month programme was an interesting one.

It comprised pre-programme research to be conducted by the school principals on their schools (so that they come prepared), one month of learning at our Centre followed by one month of practice at principals’ schools, one more month of learning at the Centre, and the final 6 months of practice. During the first two weeks, the school principals resisted terribly, did not want to learn, and “fought” with us. Only by the end of the first month their thinking started to change and they understood the need to learn.

How do you develop PD programmes?

Having gained experience in the development and realisation of PD programmes, in 2015-2016 we deliberately refrained from joint development of PD programmes. Instead, our way of PD programme development involves the following steps. First of all, we have a pre-programme research phase during which our analytical group of researchers identify the theme of a future PD programme. After this, we invite external experts to train our PD programme developers, and this is the only way in which we involve our partners. This learning takes place for five days, after which our developers then design and develop the PD programme within 3-5 months by themselves based on the knowledge provided by the external

Anel Mustafina , MA Educational Leadership (In-service)

experts, our own Kazakhstani experience, reading of research literature, and involvement of our expert-practitioners (e.g. school leaders). After the programme development, we have four more steps until we get into programme realisation, which include two testings of the programme and appropriate adjustments. In this way, for example, we developed another PD programme for school leaders, a 6-month long one, based on our learning from the experts of another partner, The University of North Carolina at Chapel Hill.

Overall, our PD programmes come about in two ways. The first one is through instructions from the government, where specific decisions are made, and we are then asked to realise them, but this happens quite rarely. Another way, which is much more common, is through the requests from the schools, which ask for some learning opportunities around the themes of need and/or interest to them.

What are the current trends in school leaders’ PD in Kazakhstan?

We never had preparatory courses for future school leaders. The way that school principals are appointed has been underpinned by the thinking that a strong teacher leads to a strong school principal. However, being a great teacher does not

imply you necessarily will make a great school principal as well. With this approach, both the teacher and the school principal are lost. This is especially problematic in a country with thousands of schools like Kazakhstan, which has around 7700 schools.

In 2023, Kazakhstan’s President initiated a programme called “1000 Leaders of Change in Education” that prepares a talent pool of school principals. Here, we select the applicants based on specific criteria and some psychometric testing. The accepted applicants then undergo several phases of learning with assessments which take 6 months, a one-week internship at the best schools in the country, and solving a case on their final interview. Only those who successfully pass all stages become a school principal or school principal assistant. In this way, our talent pool programme retains only the strongest applicants for the post of school leader, and it also makes them come to the role ready and prepared through all the challenges they undertook during the programme.

What are some of the future directions for school leaders PD in Kazakhstan?

In fact, our talent pool programme has attracted the attention of our in-service school principals, including the school principals of the best schools. When they learnt about this programme, they kept reaching out to us and expressing their wish to have something similar for themselves, too. Now, we are starting our work on this and are about to do pilots for this purpose in two regions, Astana and Turkistan. This, I think, is indicative of the fact that the thinking of our school principals has changed. We no longer are chasing them and asking to engage in

Zhanbota Kabdykarimova Director of the Center of Excellence (CoE)

professional development. They are seeking this themselves.

We also will be concentrating our efforts on developing and fostering the ideas of leadership in education overall, both for school principals and teachers, so that these ideas grow and develop both vertically and horizontally, and we have both school leaders and teacher leaders.

What do you think are the top 5 qualities a school leader in Kazakstan should possess?

Unfortunately, we do not have a standard for school leaders. The soft skills that school principals should have are not considered in either qualification requirements or job responsibilities. However, I believe, they should be a guide for the professional standard, the competency framework of a school leader. Otherwise, the school leaders just follow their hunch.

The top 5 qualities are, in my opinion, the following:

• Proactivity — needed to be able to change oneself, their team, and the school for the better. It is especially crucial in the context of Kazakhstan because a large number of school principals think that they should be told what to do and only then they can do it. However, those days when a piece of paper influenced the actions are gone.

• Emotional intelligence — is crucial to understanding the people around you, and school principalship is a highly social job.

• Envisioning and planning — important to understand the direction their school is taking and the steps and actions

they should undertake to reach the goals and aims.

• Inspiring and developing others — school leaders should infect everyone with the vision because the leader cannot possibly achieve it alone.

• Evaluation — important to objectively evaluate whether the decisions made affected the team’s and school’s development or not, as development is the foremost task of a school leader.

Issues in educational leadership: Reflections on leading schools in both the independent and state sectors.

By Paul Wood

In January 2021 I made the unusual move from the independent to the state school sector. After 21 years working in International Baccalaureate (IB) schools around the world, I had never worked in a UK state school and my news was met with many a raised eyebrow among my peers. However, for me it had been a

Paul Wood, Headteacher at Westminster Academy and Honorary lecturer, CEL

relatively easy decision to make: Growing up in a single-parent family on a council estate, my own education at a comprehensive in Stoke-on-Trent, in the north of the UK, really did give me choices in life that I otherwise would not have had. So it felt natural and appropriate for me to join the public education sector and lead the development of a state IB school with the Mission, “Education is Success”.

My move from the private to the public sector has, unsurprisingly, been eye opening. I have enjoyed learning - and it was a very steep learning curve at times! - how the state education sector operates: What it prioritises, what it asks of teachers and school leaders, and - ultimately - how best to make a positive impact on the lives of the young people in our community, given relatively limited resources. With 10+ years of school leadership in widely varying contexts, and the fresh perspective of a ‘newcomer’ to UK state education, I have inevitably found myself pausing and reflecting on the challenges that I and my school leader colleagues around London experience on a regular basis.

In the early days of arriving at a school, a school leader will chat to their new colleagues to gain some understanding of how the school operates from their perspectives. What motivates them, challenges them, excites them? Do they have the appropriate resources to deliver outstanding teaching and learning?

I’ve realised that for most teachers, the most valuable resource is time. With the budgets available from the Department for Education it is, frankly, impossible to give teachers enough time during a school week to plan, to collaborate, and to think meaningfully about their work, especially

knowing how many other interruptions across the school day will inevitably impinge on their time.

In the independent international schools at which I’ve worked, a teacher would typically be teaching 66-75% of the lesson time in a week. This allows time for them each week to plan engaging learning activities that build effectively on previous lessons and associated assessment data. Their teaching can be responsive and agile. Additional non-teaching time each school week can also be used to review and refine the curriculum, in collaboration with subject teaching colleagues, to ensure that it is achieving its intent.

In an IB school, the intent of the curriculum is not only to develop subject-specific knowledge and skills but also to foster purposefully the traits of the IB Learner Profile and also the Approaches to Learning. It is those traits and approaches that allow the students to bring their learning to life and to apply it to unfamiliar questions and real world problems. That, in turn, allows them to make connections across different fields of study.

In English state schools, teachers are expected to teach approximately 90% of weekly lesson time, leaving just 10% for them to plan the following week's lessons. In my fourth year in this role, I still find that absolutely remarkable. At my current school, Westminster Academy (WA), our teachers teach 16 lessons out of a 20lesson week (i.e. teach for 80% of lesson time) and also see their tutor groups each day.

Like all teachers, they are effectively writing and performing 16 one-act plays per week, every week, for 7 week “seasons”!

Teachers also have to - ideally - gauge the "audience response" to each of those 16 plays: Did the students learn what was intended? If not, why not and how does next week's lesson script need to be adjusted as a result? My point is simply that great teaching is very tiring, both mentally and physically, and a state school teacher’s job in England leaves very little time and energy for them to pause and think about what they do, to discuss it with colleagues, or to adjust and improve it from week to week.

Teaching is a profession that can never remain static: Our understanding of how young people learn continues to increase and our teaching practices need to evolve accordingly.

At Westminster Academy I am fortunate to work with colleagues who are never complacent in their teaching, and remain committed to continuous professional development (CPD), despite the challenges of their roles. To ensure that CPD remains a priority, two years ago the Board of Trustees approved my recommendation to update our school’s ethos, which now includes the commitment that: “WA fosters a proud,cohesive, and ambitious staff body through an engaged and innovative professional learning community, where continuous active learning dialogue results in sus-

tained progress for all students and professional growth for all staff.”

Our Professional Learning Communities (PLC) are groups of teachers who research and discuss topics of common professional interest, and pilot new approaches to teaching and learning, connected to that topic. The in-house research is valuable because it is directly relevant to our context, our colleagues and our students. As I emphasised above, it is difficult to find time in a work week for teachers to think deeply about their professional practice. State school leaders have tough decisions to make about how to budget for effective CPD and how to motivate overworked teachers to engage enthusiastically in collaborative CPD when their days are already long and intense.

Yet finding that time and the mental energy for professional learning is vital if a school is to evolve. To support that evolution, I have always found it helpful to minimise colleagues’ cognitive load and maximise their collaborative efforts by ensuring alignment in goal setting at all levels, from a school’s core purpose (Mission, Vision, Values, Ethos) to individual CPD. The phrase I overuse, but which sums up my aim is ‘everyone rowing in the same direction’.

Unsurprisingly, another major challenge of running a state school is directly related to the scarcity of time: Money! Specifically, the inability to influence the revenue coming to the school in order to balance the expenditure of providing a wonderful education to our students. In the private sector, school Heads navigate the trade-offs between income (fees) and expenditure (to run the school), adjusting the former to match the latter.

In the state sector, Heads have little control over their revenue, and are continually juggling resources in a way that best reflects the priorities and mission of the school but without ever being able to achieve everything they would like to for their students. During the summer of 2022 school leaders experienced an extreme example of this when the government announced that teacher salaries would increase, but failed to provide any additional funding to pay for such an expense. So, having managed, by careful budget management, to reduce my school’s default teaching time from 90% to 80%, I faced a stiff challenge to maintain even that modest increase in planning, preparation and assessment (PPA) time, and inevitably I had to reduce it again slightly.

I should emphasise that my council estate roots and my single mother instilled in me a very thrifty nature! A great school experience - for students and staff - in no way depends on extravagant resources, but it does depend on adequate resources and UK state schools simply do not have them. Another significant burden on time and morale in state schools is the looming prospect of an Ofsted inspection. Much has been written about Ofsted in the past couple of years, and I realise that educators who have only experienced Ofsted’s inspection process may not realise that the process of ensuring that schools are of good quality does not have to be unpredictable or intimidating!

I have been involved in numerous school accreditation / self-evaluation / authorisation processes during my career, as either a visiting team member or as host school teacher / leader. Whether those processes involve the International Baccalaureate, Council of International Schools, Accrediting Commission for Schools

Western Association of Schools & Colleges (ACS WASC), or other similar bodies, they all have three features in common:

• A commitment to improving students’ learning and wellbeing;

• A commitment to supporting the school, collaboratively, in its own efforts to self-reflect and improve;

• A clear process timeline, with visit dates agreed well in advance.

The commitment in #1 surely mirrors that of Ofsted: to ensure that as many young people as possible experience a high quality education. So it baffles me that Ofsted simply announces its inspections, at random, for the next day, knowing the anxiety that it creates at schools, both during the periods of uncertainty before a visit is announced and then during the period of certainty after “The Call”.

I imagine there’s a rationale along the lines of “we want to see the real school, not a prepared facade” but why not give schools a chance to show their best? Why not work with schools in the lead up to a pre-scheduled visit, to ensure the school is well prepared?

The current Ofsted approach is like telling a learner on one random school day, “your all-important external assessment is tomorrow”. Conversely, at the time of writing, I am preparing to lead a team of 12 volunteer educators on an upcoming evaluation visit to a school in the Middle East. I feel privileged to have read - well in advance - the detailed and thoughtful self-evaluation report produced by the school, which reflects a whole year of their own discussions and reflections. During our visit to the school, my teammates and I will aim to validate and, where appropriate, challenge as “critical friends”. The school knows when we are visiting and it knows we are visiting as collaborators.

At Westminster Academy we received ‘The Call’ last October. There is never a perfect time for an unannounced inspection, but after years of wondering when they might visit, it was at least positive to bring an end to the uncertainty. Unsurprisingly, my colleagues dug deep in a truly inspiring manner, leaving me filled with admiration and pride.

I am also very proud that our Sixth Form was graded Outstanding, and happy that

the inspectors agreed with the school's own self-evaluation. The inspection team was professional and considerate. (As with all forms of feedback, it’s inevitably better received if it is delivered in a kind, thoughtful manner).

Our relatively positive Ofsted experience was thanks mostly to our own rolling preparation (using significant precious time) and our honest self-evaluation. I remain convinced that Ofsted is as effective at measuring school quality as GCSEs are at measuring meaningful student learning. Both claim to evaluate large numbers of criteria - which involve multiple years' development on the part of the student/school - in a single, high stakes assessment, resulting in a single grade. A single grade for such complex endeavours, and with such significant consequences for the student and the school! At least exam boards tell us when the GCSE assessments will happen, I suppose!

Thankfully, Ofsted is now reviewing its own practices (though it’s of course a tragedy that it took the high profile death of a school Head to catalyse that review) and I will await with great anticipation the outcomes of the review.

The huge attention given to Key Stage 4 outcomes (GCSE) in UK state education is another area that dominates the thinking of school leaders and their colleagues. An astonishing amount of time, resources and emotion goes into helping young people achieve the best possible academic outcomes at 16 years of age.

The time includes that spent simply on practising how to do exams. Imagine if that time could instead focus on helping them become independent learners, giving them research skills, developing their capacity

for effective group work time. How many other countries have such high stakes external examinations at Year 11? What is the purpose of GCSEs in 2023, other than to sift/rank young people using assessment tools that have barely changed in 70 years? Understandably, there are references in today’s national curriculum to “soft skills”, “workplace skills”, "tech skills", “creativity”, “global awareness”, “wellbeing” etc. Those are all vitally important for the positive development of young people but we don’t meaningfully assess any of them in our current education system. What message does that send about the importance with which they are viewed by the government?

We assess English, maths, and most of the same academic subjects that we’ve assessed for decades. And then we use those assessments to determine what doors open for young people. Hence, in the areas of curriculum and academic outcomes, the challenges for school leaders are not so much practical ones as moral ones: How can we help young people learn what matters when they still need the increasingly outdated currency of GCSEs to open doors in UK post-16 life?

The moral quandary extends to the communicating of exam results: How do I, as Head of school, celebrate our students' academic achievements without implying that academic outcomes are valued above all else? How can I explain to those who judge my school based on academic results that a lower annual average in a cohort’s grades can nevertheless reflect huge achievements for that particular group of students? How do I effectively convey the achievements of my colleagues in guiding their students to those results, with such inspiring commitment?

It’s so tricky: Large scale education systems, sadly, cannot easily or accurately measure and celebrate an individual student's personal journey and learning progress. Instead, they and their schools are reduced to a number out of 9. (Of course it is possible to track learning progress if you believe that "learning" is usefully measured by the various external standardised assessments that are used along the way. The DfE introduced Progress 8 to measure learning progress but they introduced it not because they wanted to celebrate learners. They wanted to judge schools).

As a wise person cautioned me when I entered state education: “What do you get when you mix education and politics?

Politics.” And they were right. As school leaders, we are constantly exposed to zinteresting discussions of education among people who mostly don’t work in schools, and have never done so. Whatever our national educational priorities in the future, they will not be achieved in under-resourced schools with overworked teachers, expected to do so much more to tackle societal challenges than "simply" educating. I find the following comment really resonates with my experiences in a number of schools:

“As well as getting students to learn how to read, write and do their sums, we are now also responsible for the rest of society’s ills, from preventing terrorism to stopping children from getting bitten by dogs; from reducing body mass indices to ensuring students can fill in a tax return. We are asking more of schools, and their leaders, than ever before.” (Dr Nick Smith)

It is not clear to me how schools, their leaders and their teachers can possibly meet the ever-increasing expectations of them. What is clear to me is that being a

"lifelong learner" really is a necessity in our rapidly changing society; the pandemic exposed our ability (or not) to adapt and we have been forced to learn new ways of doing many things, professionally and personally.

So a school’s role in sparking that passion for learning is more important than ever and, despite all of the challenges, I remain inspired as ever by the commitment and achievements of my colleagues and of the potential for education to be such a force for good, if it is given a fair chance to do so.

Exploring the educational landscape: Visiting two secondary schools

By Havva Görkem Altunbas

Havva Görkem Altunbas,PhD Candidate in Curriculum, Pedagogy and Assessment, PGTA at the Department of Learning and Leadership

Field experience can provide international postgraduate student teachers with exposure to diverse teaching practices and cultures, cultural competence, professional networks, and global teaching opportunities. Based on this

motto, we organised school visits for our international MA students. Two secondary schools in London opened their doors to us. In addition to attending presentations on school management styles, we had the opportunity to meet with school administrators and education personnel, tour the schools and their facilities, and observe classes in session.

Our initial visit took us to Westminster Academy, a non-selective, 11-18 academy and non-fee paying IB World School in central London sponsored by the Dangoor family. Known for its diverse student body, the academy attracts students from over 40 different nationalities.

With a dedicated emphasis on nurturing both skills and character, the school has garnered acclaim for its innovative teaching and learning methods. Additionally, it maintains robust connections with prominent businesses and institutions in the London area, offering students valuable opportunities for practical experience, skill development, and engagement in initiatives such as internships and mentoring programmes. Upon our arrival at the school, Principal and CEO Dr. Paul Wood extended a warm welcome. After completing the registration, our cohort of approximately 20 MA students was divided into four groups.

Each group received the guidance of deputy principals, who not only provided information about the missions and visions of The Westminster Academy but also offered a guided tour of the school. Following our exploration of the school building and facilities, Dr. Wood gave a presentation on the ethos and values of the academy, along with an overview of the projects and events they had conducted throughout the academic year. Westminster Academy's ethos revolves

around being student-centred, personalising learning in a respectful environment to ensure the safety, security, and success of all students. Additionally, we were briefed on the International Baccalaureate (IB) programme and its learner profile. The internationally recognised IB qualifications align with the mission to cultivate "caring young people who help to create a better and more peaceful world through intercultural understanding."

In his presentation, Dr. Wood highlighted that Westminster Academy is the sole non-fee-paying school in London offering both the International Baccalaureate's Diploma and Career related Programmes. Following the school tour and presentation, he addressed questions from MA students about school management and leadership. We concluded our visit to Westminster Academy by expressing our gratitude for the warm welcome and informative session.

Our next stop was The Whitgift Academy, a historically fascinating independent day and boarding school for boys located in South Croydon, London. Founded in 1596 by Archbishop John Whitgift, the school boasts a long and prestigious history, ranking among the leading independent schools in the country. Catering to boys aged 10 to 18, it places a strong academic emphasis on Science, Technology, Engineering, and Mathematics (STEM) subjects. The school is renowned for its music and drama departments, maintaining a strong tradition of sporting excellence.

Upon our arrival at the school, we were warmly welcomed by David Bates and John Chisholm, the directors of International Education. Accompanied by

David and John, we explored the historic school, toured the labs, observed the swimming pool and gym, and concluded our visit in the expansive garden where peacocks and pelicans reside. Following this impressive tour, David provided a highly informative presentation covering the school's history, mission, vision, and administrative functions.

Subsequently, two students from the school, Bakari and Go, generously shared their insights into both the benefits and challenges of studying at the institution. Bakari, expressing his interest in artistic activities, and Go, highlighting his passion for physics and biology, provided valuable perspectives. Master's students engaged Bakari, Go, and David in a Q&A session about the school. As a gesture of hospitality,

The Whitgift had prepared bags for us containing the school's magazine and a pen. Expressing gratitude to David, John, and the students for hosting us, we bid farewell and departed from the school. Subsequently, MA students who participated in these visits were invited to reflect on their experiences.

Here is some of the feedback they provided:

“During the Q&A, Dr Paul Wood (Principal of The Westminster Academy) shared some aspirations for a leader’s work and life. It did make a link between the theory I learned at UCL and the practices has performed. It was a nice experience.”

“It was a nice experience. We got the opportunity to know how schools work in the UK.”

“Very impressive visit. The curriculum and class organisation are quite different from what I have experienced in China. Many good practices to be drawn from and deserve reflection on.”

In summary, these school visits offered a distinctive and insightful view of secondary education's academic and social aspects. This journey allowed us to compare schools, analyse programme strengths and weaknesses, and underscored the significance of ongoing research and collaboration between universities and secondary schools to enhance educational outcomes.

Moving forward, continuous exploration and reflection on these types of experiences are crucial for improving learning environments for students of diverse backgrounds and abilities.

Experiences of studying educational leadership at UCL

Interview with MA Educational Leadership scholarship student

Mariam Shurgaia

By Jonathan Taylor

"How did you learn about the scholarship opportunities, what did you have to do to secure funding?"

I learned about the scholarship opportunity through the Chevening Alumni in my country, Georgia. These alumni hold leading positions in various fields, including in education, following their

graduation from the UK's top universities, and they strive to make a positive impact.

Chevening Scholarship is the UK government’s global scholarship programme, awarding scholars to pursue a one-year Master's degree. UCL provides a contribution worth 20% of the tuition fee for scholars funded by the UK government.

I feel immensely grateful and fortunate that UCL and the UK government have given me the chance to study at IOE, UCL’s Faculty of Education and Society, recognized as world-leading faculty for its excellence for over a decade.

"Does the funding influence the topics/issues you study? If so, in what way?"

The funding is awarded with the purpose of equipping individuals with knowledge and networks in the UK, enabling them to

offer positive solutions and leadership to the challenges facing their own countries after graduating from the UK's top universities. One of the significant challenges in my country is to enhance leadership capacities in the sphere of education to further develop systems that ensure excellence in teaching and learning.

I chose to pursue a study in Leadership in Education at IOE because it offers me the opportunity to develop skills and knowledge as a leader in education, engage in critical discussions on pressing issues that schools are facing worldwide, analyze the best international leadership practices, and consider them in relation to the unique context of Georgia. After the graduation, I hope to make a modest contribution to the development of the educational system in my country as a Chevening scholar.

Mariam Shurgaia, MA Educational Leadership Scholarship Student

"Why did you choose the IOE/ your particular course?"

Choosing IOE was one of the easiest choices in my life as it is the number one faculty of education in the world in one of the most vibrant cities in the world. It is the dream come true!

I chose Leadership in Education

(in-service) course due to the specific modules such as Leading and Managing Change and Improvement, Leadership for the Learning Community, Doing and Using Educational Leadership and Management Research. These modules provide me with the opportunity to enhance my knowledge, skills, and educational experience, equipping me to effectively address new organizational challenges as a school leader.

" What advice would you give to others who would like to access scholarship funding?"

My general advice to those aspiring to secure the Chevening and UCL scholarships would be to critically reflect on their personal and career paths, while appreciating and believing in their unique abilities, which I believe every person possesses.

With this understanding, they can decide what they wish to learn further in order to continue developing as individuals and professionals, enabling them to effectively contribute to their chosen field. Additionally, I believe demonstrating resilience and persistence is essential on their chosen path.

More practical advice would be to apply to UCL’s chosen faculty as early as possible with well-researched and thought-out motivation. At the same time, keep an eye on the opening date for the Chevening scholarship, and begin preparing your scholarship motivation essays early. Reflect on how you meet the scholarship criteria, and consider consulting Chevening Alumni, as they are always eager and happy to share their experiences.

A Conversation with Three Educational Leadership (Pre-Service) Students

By Li Yan

I am from China. I graduated from the University of Sheffield in 2023. I am currently studying for a Master's degree at IOE, specialising in educational leadership (pre-service). As a full-time student, I am not working in London. I only have one class a week this term, so I need to organise my own life. This was a breeze for me, as I had needed to organise my own life during my undergraduate degree.

However, I realised that this could be a challenge for students who had just graduated from a Chinese university. Therefore, I became curious about how they organise their lives. I organised a group talk. I had three participants. They had all just graduated from universities in China, specialising in educational leadership (pre-service).

"What are the main challenges of studying your MA?"

During the interview, they all talked about the biggest challenge they encountered during their master's degree: writing their thesis. The writing requirements in China are completely different from those in the UK, and one can feel overwhelmed. Apart from asking their teachers and classmates, they did not know where to seek extra help. They don't feel like there is a lot of guidance for academics.

"How do you organise your time?"

As they are full-time students, they only have one class per week this term. In terms of scheduling, they will spend two days a week studying, usually Monday and Tuesday. The rest of the time will be spent doing their own thing, usually travelling with their roommates.

What are the aspects you find most rewarding?

Culture

"Feeling the politeness and rigour of the people here, the warmth of the people makes me feel comfortable living here."

"Everyday is like an adventure; you meet a lot of interesting people, and it's just new to be in contact with and communicate with them."

Learning

"When it comes to learning, British teachers think completely differently than Chinese teachers, such as when lecturing and getting students to complete their homework. The teachers are also eally willing to help you with your problems."

Li Yan, Student on the MA Educational Leadership (pre-service)

"It's very different from China; it feels like you're learning and growing every day, and it's especially fast in this environment."

Self

"Having seen the diversity, you think about more possibilities for your future."

"When you're at home, everyone is so rolled up, so you're pushed by everyone around you; it's like you're being pushed forward by the wind, but when you're here, it gives you time to start reflecting and reflecting on yourself, and it also brings depression. You can't stop in China. There was no time to think about what I was studying for four years in college because there was something to do every day. One class a week was something I couldn't even think about in college."

"When you're in China, you're surrounded by people who have the same goals as you, and there are very few people who follow a different path than you. Here, everyone has a different path to take, so people encourage each other and support each other, so they're not so hard on you."

How is the experience different to what you imagined?

Socialising

"It's a lot nicer than the people I expected to meet. Before I came here through social media, I felt like everyone met all sorts of weird roommates and all sorts of weird group members for group work, but I didn't meet any of them when I came over here. My roommate was exceptionally nice, and so were the students I met."

"I was pigeonholed twice looking for an

apartment before I came here and almost couldn't find one. I booked a house in a hurry and realised that my roommate was really nice and not as weird as I expected."

"Social media is very developed, and I had already brushed up on a lot of things about studying in the UK when I was in China. Watching videos of study abroad bloggers in China would make you think that their focus might be more on having fun and socialising, and after coming here, I found that studying would be a bit more stressful than I thought."

Study

"When I first came here, I would take notes when the teacher lectured. Later on, I found that I had to study more on my own."

"Independent learning is a big part of learning in the UK, more so than lectures by teachers."

"The things you learn are deeper, and you need to spend time on your own to read a lot of literature to figure them out, and maybe the teacher won't be as thorough. If you need to complete an assignment or write a paper, you have to spend a lot of time learning it."

Do you think your future career will have relevance to this major?

"I will probably go on to be a full-time teacher of art classes in the future, and I chose this major at the time because I thought it would help me."

"I didn't really want to be a teacher that much before I came here, but after I came here, I thought that people still needed to have their own time and their own lives. In China, it seems that only the profession of teacher has four months of holiday a year,

a time when you can have your own things and live your own life. It feels like teachers can commute regularly, and relationships are simpler."

"I might go back to my home country to become an English teacher or a teacher in

administration, as studying leadership has inspired me a lot. I think the working environment in schools is still better in China; the contact is with students or teachers; maybe the environment is a bi simpler."

Where are they now? The alumni experience

MA Educational Leadership - Class of 2020

By Meshal Almutairi

Meshal Almutairi, Alumni of MA Educational Leadership, 2020

Looking back, I wake up every morning brimming with gratitude for the chance UCL, and specifically the Institute of Education (IoE), gave me. This leading institution in educational research not only instilled in me the power of research and its role in driving change, but also profoundly impacted my understanding of education systems and problem-solving approaches. My incredible 2019-2020 journey at IoE reshaped my very

perception of the problems we should be tackling in education.

Then came the unexpected twist of COVID-19. Witnessing the global panic, from governments to educational institutions, only served to highlight UCL's remarkable preparedness and confidence. While others scrambled, UCL stood firm, ensuring my studies continued seamlessly online, an experience completely absent in my home country of Kuwait.

Despite its vast oil reserves, Kuwait, like many Arab nations, faced widespread educational disruptions at all levels during the pandemic. This stark contrast to my uninterrupted learning at UCL, a university ranked within the top 10 globally, forced me to re-evaluate the very definition of education. The difference, I realized, lay not in resources, but in the deeper understanding and vision each institution held.

This revelation became even clearer when I compared UCL with Kuwait University, the country's oldest and only government university. Despite its significantly lower global ranking, it uses a hefty annual budget that exceeds 1.4 billion pounds, its budget rivaled UCL's. Thus solidified my belief that educational success transcends

mere financial muscle. It's about clear goals, shared vision, and a collective commitment – a nationwide project involving policymakers, educators, and the citizenry.

Facing this realization, I soon understood that a lack of clarity on the essence of education hinders our ability to identify and address its challenges. This led me to the fascinating field of Anthropology. I believe the relationship between anthropology and education holds immense potential for unlocking previously unseen solutions.

Examining how and why people learn, understanding cultural nuances, and preserving effective learning methods are, in my opinion, the cornerstones for fixing flawed educational systems across diverse contexts. Because simply replicating a model successful in one culture ignores the crucial factor of cultural difference.

Furthermore, I envision anthropology playing a crucial role in future leadership, particularly within complex organizations. Taking a step back to analyze the bigger picture and understand the underlying goals is essential for navigating today's challenges. A clear roadmap illuminated by an anthropological lens can prove invaluable in tackling diverse leadership issues.

In conclusion, I have no doubt that without the transformative experience at the MA Educational Leadership program, my journey towards this profound realization wouldn't have unfolded. I will forever cherish the impact UCL and its exceptional program and professors have had on shaping my perspective and future endeavors.

Reflecting on My Educational Journey Since Completing the MA

By Zedong Qin

Zedong Qin, Educational Leadership,

Before enrolling in the Educational Leadership programme, I worked as an educator in mainland China. Following graduation, I took on the role of a peer support mentor at the IOE, a position I still hold today. Serving as a mentor has been a profoundly meaningful experience, enabling me to contribute to the development of aspiring educators and fostering a supportive community withinthe IOE.

Seeking to broaden my perspectives, I immersed myself in the British educational system. After completing my MA, I became a learning support teacher in primary schools, including Wetherby School (a Christian school) and Naima Preparatory School (a Jewish school), as well as covering roles in several state schools. This hands-on experience provided invaluable insights into the nuances of the British education landscape.

During my time as a learning support teacher, I observed the British educational system in action, complementing my theoretical knowledge from the Educational Leadership programme. Notably, educators exhibited a high level of care and respect for each student as a unique individual.

Examples, such as providing students with different tools based on their preferences, and thoughtfully tiered group activities, created an environment where encouragement prevailed over unnecessary criticism, nurturing wholesome thoughts and personalities.

Throughout my journey, I witnessed a genuine emphasis on cultivating critical thinking among students. Teachers used diverse materials, posed probing questions, and encouraged the expression

of diverse viewpoints. Importantly, teaching methods and care for students with Special Educational Needs (SEN) were tailored to their unique characteristics. Observing students thrive in an inclusive environment underscored the practical impact of education.

Witnessing language teachers engage students in discussions about language and culture reignited my desire to return to the teaching profession. Consequently, I applied for the PGCE programme, preparing to re-enter UCL for further studies This journey has reinforced my belief that education’s impact extends not only to those receiving it but also to those delivering it. The reciprocity of learning and growth in an educational setting is a powerful force that continues to shape my trajectory and career direction.

NEWS&EVENTS

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Events

Tokophobia as feminist resistance? Female netizens’ reproductive experiences and discourses in China

7 May 2024, 1:15 pm–2:15 pm. Room G02, 55-59 Gordon Square, London WC1H 0PQ

Free to attend.

Dr Kailing Xie introduces preliminary findings from her analysis of online data exploring young Chinese women's use of cybercommunities to navigate their reproductive choices in the post-one-child policy environment in the People's Republic of China.

Speakers:

Dr Kailing Xie - Dr Kailing Xie's work has focused on exploring the lasting impacts of the One Child Policy on Chinese society, politics, and culture, particularly through an examination of China’s urban middle-class, well-educated women who are seen as the country's socially engineered "high-quality labour" to accelerate its modernisation.

AI-driven personalised support to learning beyond problem solving

16 May 2024, 12:30 pm–1:30 pm. G02, Emerald Street (23-29), London WC1N 3QS

Free to attend.

Join this event to hear Cristina Conati discuss how AI-based educational technology can effectively provide personalised support to help students learn problem-solving skills in various domains.

Speakers:

Dr Cristina Conati - Professor of Computer Science at the University of British Columbia, Vancouver, Canada.

Latin American decolonial studies

20 May 2024, 2:00 pm–5:00 pm. Room G2 (Large Seminar Room), UCL Knowledge Lab, Emerald Street, London WC1N 3QS

Free to attend.

Join this event to hear speakers explore the emergence of Latin American decolonial studies across various historical periods and locations, and its influence on social theories and practices in fields such as art education, science, data and contemporary creative practices and theories.

Speakers:

Dr Pablo Soffia, UCL, History, Dr Haira Gandolfi, University of Cambridge, Faculty of Education, Dr Letícia Perani, Universidade Federal de Juiz de Fora-Brazil, Instituto de Artes e Design

The role of research in developing government policy

23 May 2024, 4:30 pm–5:30 pm

Free to attend. Online event.

Join this event to hear Joseph Mintz present his experience emerging from his secondment into the Office for Standards in Education, Children's Services and Skills (Ofsted) in their research and evaluation division.

Speakers:

Dr Joseph Mintz - Associate Professor in Education at UCL IOE

Stigma and identity research: insights when studying LGBTQ+ and other stigmatised populations

28 May 2024, 1:15 pm–2:15 pm. G03, 55-59 Gordon Square, London WC1H 0PQ

Free to attend.

Three PhD students present progress from their doctoral work with the Thomas Coram Research Unit, presenting findings on three LGBTQ+ and Queer Studies projects.

Speakers:

Diego Castro Monreal - Diego (he/him) is a social psychology researcher from Santiago, Chile. Currently, he is completing his PhD at the UCL Social Research Institute. His research interests are around prejudice, discrimination, and violence against stigmatised groups.

Kate Luxion (they/them) MFA, MPH, LCCE, FHEA - is a non-binary researcher who has trained as both a conceptual artist and a public health researcher, both of which focus on themes of parenthood, identity, and sexual and reproductive health.

Ellen Davenport-Pleasance (she/her) - is a third year Social Science PhD candidate at TCRU, UCL Social Research Institute. Her research interests include new family forms, parenthood, child development, bisexuality, and relationships, and she has previously published work about how bisexual+ mothers come out to their children.

29 May 2024, 4:00 pm–5:15 pm

Free to attend Online event.

Join this event to hear Elisabeth Barratt Hacking explore and critique the International Baccalaureate's concept of 'International Mindedness,' one of many contemporary forms of global education.

Speakers:

Elisabeth Barratt Hacking, Head of the Department of Education at the University of Bath

Study with us

We have a range of in person and an online Post Graduate Taught selection.

MBA Educational Leadership (international)

The MBA Educational Leadership International) is the premier postgraduate degree in educational leadership, offered at the world’s leading university education department (World #1 for last eight years). The programme focuses on the business of education (hence the ‘B’ in MBA) which is defined as the establishment, maintenance and enhancement of effective learning environments for the student body to be served.

The programme is suitable for a wide range of educators and we typically have students from across the age spectrum including pre-school, state and independent schools, further and higher education and education administrators. A prime audience is those who are or aspiring to be executive leaders in educational settings, who are accountable for multi-part or multi-site organisations. The degree is a taught programme requiring episodic attendance in London, with each module running for a total of four days, on Friday & Saturday with about a month between. We do have commuting students who fly in for the weekend and then home again. In recent times we have had many students based overseas as well as those in the UK. Successful completion of NPQEL and/or NPQH (within five years of start of programme) can be accredited on application to the degree.

Applied Educational Leadership MA

The Applied Educational Leadership MA is a world-class, fully online, flexible 3-year programme for middle or senior leaders in schools, colleges, universities, charities, edu-businesses and government around the world. It has received consistently excellent feedback and results since 2003, attesting to students’ significant personal and professional development.

AEL consists of four taught modules and a year-long practical research project. Students learn to integrate theory, evidence and experience, and to plan and implement change in their professional contexts. Throughout, they engage with expertly curated up-to-date materials, and high-quality dialogue with tutors, supervisors and a global network of peers.

Please visit our website, and contact the Programme Leader, Dr Rupert Higham, for any further information. You can also watch this short video to hear what people think about this programme.

MA Educational Leadership (in-service)

Within the Centre of Educational Leadership here at UCL IOE, the MA Educational Leadership is an excellent programme of study at postgraduate level. We focus on developing your understanding of leadership and management, analyse the policy landscape, and consider the process of change and improvement. Optional modules offer focus on leading and developing learning within a range of educational settings and an exploration of the contexts, purposes and practices of leadership within a global perspective.

These areas of study build on the leadership and management experience you will have already gained in an educational setting. One of the strengths of the course is bringing a wealth of experience together from wide ranging settings and contexts to create rich discussions in the taught sessions. Additionally, you will have the opportunity to work with a supervisor on an extended project, either a 10,000 word Report or 20,000 word Dissertation. This will be focused on a specific area of leadership research and represents the culmination of the programme. It is ideal preparation for future studies including the PhD or EdD within UCL or elsewhere.

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