I’ve been interested in the concept of developing the professional capital of staff in schools for some time. I’ve always held the intrinsic belief that school improvement can become over complicated and schools leaders can easily fall into the trap of initiative and intervention overload.
If you consider the term “capital” in a business context, it refers to any value added to an organisation that increases its net worth. In educational terms we can easily understand the term “value-added” in relation to student progress, but my experience has shown me that we do not always implicitly understand how to recognise and develop the professional capital of the staff in our schools.
Register now, read forever
Thank you for visiting SecEd and reading some of our content for professionals in secondary education. Register now for free to get unlimited access to all content.
What's included:
-
Unlimited access to news, best practice articles and podcast
-
New content and e-bulletins delivered straight to your inbox every Monday and Thursday
Already have an account? Sign in here