These are three vital attributes for achieving transformational change and when people with these attributes are put together there will be a multiplier effect of new ideas that improving practice.

In an ideal situation, most school leaders envision teacher-led teams working in a collaborative state.

Teacher leaders, coordinators, department heads and vice-principals are the heart of the school.

I recently facilitated a roundtable discussion that was convened due to the growing interest of senior leaders in schools related to professionally developing their middle leaders.

A concept I love introducing to school boards and senior leadership teams is BHAGs, Big Hairy Audacious Goals.

How do you define collaboration? Does the outcome of your collaborative work improve instructional and operational effectiveness?

I felt like Jean Luc Picard (Star Trek) after completing a recent program with a Beijing public primary school.

Several Department Heads and Teacher Leaders have already had the opportunity to meet their team members.

It’s March and you have, or just are, finishing your recruitment for next year.

Many teachers and school leaders that I work with have more discipline issues with their peers and team members than they do with children.

How can senior leadership in school’s develop the capacity and instill confidence in the Middle Leaders of our schools to lead transformative change?