Do you struggle to find time to prioritise your professional development?
The From Principle to Practice series from the Chartered College of Teaching aims to support career-long development for all teachers, leaders and mentors. These short, useful and research-packed guides draw on the professional principles that underpin all pathways to Chartered Status, a professional accreditation that recognises the knowledge, skills and behaviours of highly accomplished educators.
The first book, Evidence-informed Leadership, is the essential companion for busy school leaders seeking to continually develop their leadership practices in line with the dynamic needs of their schools and staff.
This first book aims to support senior leaders, headteachers and those working in leadership roles across multiple schools. The book is divided into two parts: Professional knowledge, including chapters on pedagogy, curriculum and assessment; and Professional practice, including chapters on inclusive culture, supporting systems and school development. This book is published by Hachette Learning.
Join us as we dig deeper into some of the key principles behind the book. This third event in a series of chapter deep-dives will explore the following chapter: Evidence and Context. We will be talking to the author of this chapter, Jess Mahdavi-Gladwell FCCT and Narinder Gill FCCT, who wrote a supporting case study on Context-responsive leadership.
John Catt Educational [Hachette Learning] have been publishing high-quality guidebooks, magazines and educator-focused professional development books since 1959. The From Principle to Practice series from the Chartered College of Teaching will support career-long development for all teachers, leaders and mentors.
Receive a special 30% discount off books in the ‘From Principle to Practice’ series by entering Principle30 at checkout.
Speakers:
Jess Mahdavi-Gladwell FCCT is an Area School Support Partner for Xavier Catholic Education Trust. British-Iranian, Jess grew up in Yorkshire before heading to Goldsmiths, completing her degree, PhD and Post Doc there. Jess decided to enhance her experience of researching bullying and teaching psychology at undergraduate and postgraduate level by becoming a primary school teacher (IoE). After working in a range of primary schools, Jess spent time writing and speaking about education before moving to work as a leader in both primary and secondary Pupil Referral Units. After 5 years, Jess has returned to the mainstream sector. Awarded CTeach (pilot cohort), and a Senior Fellow of CollectivEd, she has completed a Level 7 Apprenticeship in Senior Leadership with an MSc in Education Leadership and Management and has held Deputy Head Teacher roles in mainstream and PRU. Jess is committed to lifelong learning.
Narinder Gill FCCT is an experienced educational leader, executive coach, and author with extensive experience in transforming schools and curriculum systems. She has led some of England’s most challenging primary schools, embedding compassionate, inclusive, and evidence-based approaches to teaching and learning.
Currently, she serves as a DfE RISE Adviser, supporting schools and leaders to achieve sustainable improvement and excellence. As a founder of CS Reboot and the Institute of AI in Education, she drives initiatives that make computer science and AI education accessible and inspiring for children from all backgrounds. Narinder advises schools and educational trusts on strategic improvement, accountability, and leadership development, helping leaders translate vision into sustainable impact. Committed to equity, integrity, and purpose-driven change, Narinder champions initiatives that empower both educators and learners to thrive.