Discussions

Papers

1.  System redesign / system leadership in action: the Yewlands’ Family of Schools case study
   Angela Armytage & Ed Fitzpatrick
   Yewlands Specialist Technology College & Specialist Schools and Academies Trust
   England, United Kingdom
2.  Emotional intelligences: vital for students and teachers
   Jennifer Costello
   Carranballac College
   Victoria, Australia
3.   Effective school leadership and the quality of the leader-teacher relationship
   Stephen Dinham & Catherine Scott
   Australian Council for Educational Research & University of Huddersfield
   Victoria, Australia & England, United Kingdom
4.  Relationships: can they become too personal?
   Henry Gray
   Leanyer School
   Northern Territory, Australia
5.  Vertical tutor groups: an ‘extended family’ approach to school improvement
   Peter Kent and Annabel Kay
   Lawrence Sheriff School
   England, United Kingdom
6.  The journey from idea to reality: personalising learning in a primary school
   Natalie Nelson
   Kew Primary School
   Victoria, Australia
7.  Personalising relationships: vertical tutoring
   Matthew Oakes
   Lipson Community College
   England, United Kingdom
8.  The Green Book pilot scheme: evaluating a new approach for improving classroom learning
   Andrew Sweet
   Preston School
   England, United Kingdom
9.  Personalising the curriculum: creating alternative pathways
   Kay Taylor
   The Sir John Colfox School
   England, United Kingdom
10.  Personalising relationships: an Australian co-education boarding school as a crucible for life
    Mathew White
    The University of Melbourne
    Victoria, Australia
11.  Personalising relationships
    Sue Williamson
    Specialist Schools and Academies Trust
    England, United Kingdom

Focus questions

1. What are the benefits of vertical tutoring for students and teachers?
   Why can’t these benefits be delivered in a horizontal system (year system)?
2. How do you ensure that students, staff and parents are prepared for the implementation
   of vertical tutoring?
3. What roles can professionals other than teachers play in providing support for every child?