Martin Byrne, Assistant Headteacher, Kings International College, UK
In Issue 13 of Impact, I asserted that ‘schools that are characteristic of learning organisations have a culture in which individual and team learning is encouraged and valued. Teachers will recognise a clear focus for their CPD, which not only promotes personal mastery of their practice but is aligned with the development of the school as a collective.’ (Byrne, 2021, p. 52) This article outlines the steps taken by one school in the south-east of England to create a culture of meaningful professional learning in order to drive sustainable school improvement, while maintaining accountability and delivering impact on student outcomes.
A state-maintained secondary, judged as ‘Good’ by Ofsted in 2019, the school is improving. Student numbers have grown by 46 per cent over the last four years to have 720 students on roll.
The teaching staff of 51 includes:
40 per cent with leadership roles or o