Unfinished Business

David Cameron has been a teacher, a senior manager in schools and in local authorities, most recently as Director of Children's Services for Stirling Council. He was President of the Association of Directors of Education Scotland and has been centrally involved in virtually every major development in Scottish education over the last 40 years. More recently he has been an independent speaker and consultant working across the UK and internationally. Steve Munby has spent his whole career in education, first as a teacher and then as an adviser and inspector before moving into leadership. Between 2005 and 2017 he was chief executive first of the National College for School Leadership in England and then of Education Development Trust, an international education charity. He is now a self-employed consultant and speaker on leadership and on system reform. Steve is also a visiting professor at University College London Institute of Education and is the facilitator for the Atlantic Rim Collaboratory (ARC) summits, which bring together education systems from across the world. He was awarded a CBE in the New Year honours list in 2010. Mick Waters is best known as former Director of the Curriculum at the QCA (Qualifications and Curriculum Authority) where he gained an heroic reputation amongst teachers whilst both consulting, advising and explaining the new curriculum; making it relevant and meaningful for professionals working directly with children and young people. A former Headteacher, Mick is passionate about the role of education in improving life chances for pupils and is still very much involved with teaching and learning. He is the President of the Curriculum Foundation and a charismatic speaker who pushes the boundaries to improve learning and make schools better. One of the UK's leading educational mentors brings you the book you have been waiting for!

• Contents Include: Acknowledgements List of contributors Introduction, David CameronPart I: A tribute Chapter 1: Finding the Holy Grail, Harry BrighouseChapter 2: A talisman for the teaching profession, Bob MoonChapter 3: Inspirational, creative and innovative leadership: a tale of two cities, David WoodsChapter 4: Tim in London, Jon ColesChapter 5: Tim as a mentor, Steve MunbyChapter 6: Working with Tim - a real joy, Estelle Morris Chapter 7: Tim's national influence, David BlunkettChapter 8: Tim Brighouse - a canny man of nuance, Michael FullanChapter 9: Tim Brighouse - sustainability maker, Andy HargreavesPart II: A call to action Chapter 10: From opinions to action ... improving on previous best, Mick WatersPolicy, politics, accountability and governance Chapter 11: Open School, Fiona Aubrey-SmithChapter 12: Policy into practice - the Brighouse way, David BellChapter 13: The state/private divide: why old problems need new voices, Melissa BennChapter 14: The champion of vulnerable children: who deserves this title and how do they achieve it?, David CarterChapter 15: A legacy for Tim, Julia CleverdonChapter 16: A man for all seasons - and eras, Ed DorrellChapter 17: Finding the Brighousian balance in school improvement, Sam FreedmanChapter 18: Dropping pebbles into ponds: promoting school collaboration in Northern Ireland, Tony GallagherChapter 19: Reclaiming accountability, Christine GilbertChapter 20: Governance of our schools: where next?, Emma KnightsChapter 21: Vertical slice teams: reversing the over-centralisation of decision-making, James MannionChapter 22: School choice: tackling the pecking order, Fiona MillarChapter 23: A learner from birth, Liz RobinsonChapter 24: Breaking divides, Anthony SeldonCurriculum, pedagogy and assessment Chapter 25: Education reform for a 21st-century curriculum, Kenneth Baker Chapter 26: The system, the school, the class and the teacher: where real improvement happens, Adam BoxerChapter 27: Where next?, Graham DonaldsonChapter 28: It's the little things, Ian GilbertChapter 29: Cultivating flourishing schools in the land of my fathers, Ty GoldingChapter 30: Assessment that matters Chapter 31: Placing joy and wonder at the heart of learning, Debra KiddChapter 32: Teaching about the climate crisis in Wales: what we learnt from our students, Lucy KirkhamChapter 33: Agency: the person and purpose of the teacher in learning, Bridget KnightChapter 34: Rethinking assessment in schools to value the whole range of young people's skills, Bill Lucas Chapter 35: Unfinished business: the curriculum, Mary MyattChapter 36: Travelling through the Learning Pit, James NottinghamChapter 37: Curriculum realms of botheredness, Hywel RobertsChapter 38: Finding the invisible child, Rachel SylvesterChapter 39: Making educational assessment fit for purpose, Mick WalkerSchool improvement, leadership and technology Chapter 40: Let's tear down some hedges!, Amjad AliChapter 41: Tim's sixth-form sustainability conferences, Anna BushChapter 42: We can be heroes, Lena CarterChapter 43: School trusts as civic institutions, Leora CruddasChapter 44: Sometimes it is the messages you don't want to hear, Ben DavisChapter 45: Developing tomorrow's leaders today, Maggie FarrarChapter 46: A hopeful future for all teachers and leaders, Evelyn Forde Chapter 47: Technology in schools, Mark GrundyChapter 48: Including student perspectives on school effectiveness and improvement, John HattieChapter 49: More human in an AI world, Jim KnightChapter 50: The powerful perspective of data in education, Laura McInerneyChapter 51: Leadership and life lessons from Tim Brighouse, Niall McWilliamsChapter 52: Professionalism and ethical leadership, Alison PeacockChapter 53: Education's AI transformation, Priya LakhaniInclusion, equity and diversity Chapter 54: Taking an inclusive turn, Mel AinscowChapter 55: Does labelling children reduce their life prospects?, Louise BlackburnChapter 56: Confronting the roots of our education system, Rosemary Campbell-StephensChapter 57: Resisting a return to normal: capturing the COVID-19 edtech legacy, Kevan CollinsChapter 58: Changing the world one day at a time, Ellie Costello Chapter 59: It takes a city to raise a child: how multiculturalism survived 14 years of Tory education policy in Birmingham's schools, Colin DiamondChapter 60: Shaping educational policy to support families and communities living with disadvantage, Javed KhanChapter 61: The fucking legend, Chris KilkennyChapter 62: Better serving our underserved learners, Rachel MacfarlaneChapter 63: Be more Tim, David Cameron