The evidence had been mounting for some time before the Covid-19 lockdown. The model of school improvement, linked to a so-called standards agenda, that has dominated educational leadership for the last 25 years, is reaching the end of its useful life.
It has achieved an important degree of success but also created many unresolved problems. It has left leaders and teachers working increasingly hard to secure very small amounts of progress. This is ineffective at so many levels. John West-Burnham and I summarise this in our recent book Flipping Schools (2020).
One of the most important reasons why change is needed lies in the way that much current thinking on school improvement does not take sufficient account of the influence of genetic and personal factors and social and economic context on educational achievement.
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