What do educational leaders need to know? скачать в хорошем качестве

What do educational leaders need to know?

Educational leadership quickly turns into a parade of initiatives: a new program, a new slogan, a new “focus year.” But classrooms don’t improve because a plan looks coherent on paper. They improve when leaders and teachers share a precise understanding of what effective instruction is, and when that understanding shows up in daily practice. Jim Heal argues that education struggles with evidence in a way medicine and engineering do not, partly because everyone has been to school—and that familiarity creates false confidence. Add leadership churn and the tendency to jump from one initiative to the next, and schools become “wildly incoherent”: students adapt their behavior from lesson to lesson because they expect something different every hour. His alternative is not “follow research” as an abstraction, but evidence-informed practice as an intersection: best available research, the specific local context, and professional judgment. Leave one out, and you either apply evidence that doesn’t fit, work hard without a knowledge base, or rely on experience without reconsidering what effectiveness means. The key question becomes practical: can you see the science in teacher actions? If you can’t observe it, hear it, and name it, it won’t stick—no matter how good the mission statement sounds. For the Dutch translation: please check out the Tjipcast site or go to your favorite podcast app. Tip: You can switch the translation to Dutch in youtube by yourself! Key points: 🔎 Evidence-informed work is an intersection: research evidence, local context, and professional judgment need each other to produce real impact. 🧭 Coherence beats initiative-hopping: sustained focus on one principle, lived over time, matters more than covering many ideas superficially. 🎯 Precision is the bridge to practice: you may “know” a concept like retrieval practice, but without nuance you can’t tell if you’re doing it well. 🏫 Incoherence is visible to students: across a school day, inconsistent expectations shape student behavior and undermine learning culture. 🧠 Leadership should start from learning, not administration: systems and management should serve instructional improvement, not replace it. Quotes from the conversation: “We all went to school so we think that makes us expert in what schools are and what school systems are.” “If you went to the dentist and over the door it said ‘this is the year of the tooth,’ you probably would go to another dentist—because every year should be the year of the tooth.” 00:00 – Welcome and introduction 01:36 – System differences 02:47 – Instructional equity 03:55 – Learning science 04:56 – Initiative churn 07:24 – Decision making 10:20 – Professional learning 11:10 – Evidence intersection 13:10 – Teacher expertise 14:42 – Learning goals 15:38 – Shared language 17:32 – Observation systems 20:32 – Critical consumer 24:29 – Year brain 26:11 – Implementation barriers 34:56 – Administrative burden