I have a confession.

I have projectitis.

Projects appeal to me because it is possible to determine their beginnings and ends. The stages of a project can be defined, planned and scheduled. Plus there are Gantt charts. A Gantt chart is to a project what icing is to a cake. Perfect.

Children love projects too. We recently had a challenge from L’s school to decorate an egg to represent a favourite character from a book or film. L has a vivid imagination and she had great ideas about how to create a Rapunzel model. She spent most of Sunday afternoon cutting, glueing, painting and plaiting. She struggled, she made mistakes, the egg was dropped. Her supportive parents ate the crisps so that Rapunzel had a tower. But eventually each part of her model was finished and assembled. She was proud of what she had achieved. I wonder what small part that particular project will play in her happy, wonderful-to-watch, development?


I still remember many of my school projects: writing letters to military tank manufacturers to request copies of brochures; writing and editing the school newspaper; my geography coursework planning walks in the local area. This continued at university with the joy of hours in the chemistry laboratories titrating, reacting, purifying and identifying. And then there was my thesis, the project to end all projects.

As a teacher it is a joy to see students engaged in project work whether it is within their lessons, extracurricular activities or examined work. The IB Extended Essay or the Level 2/3 Diploma Projects are fine examples of how students are encouraged to work independently, a sadly divisive term in education at the moment. Students can develop a growing understanding of the relevance of their work through projects – the how and the why. They take growing responsibility for getting things done. The skills that young people develop and the knowledge they acquire will be invaluable to them as they progress to university and employment.

Projects, in all their glorious ways, are alive and kicking in education and long may that remain the case.

When in the middle of a big project it can be difficult to escape its confines. For want of a better phrase it can be hard to see the bigger picture. Sucked in by the desire to finish, be successful and get finished, it is easy to lose sight of why the project was ever started. It wasn’t until a long time after I finished my project on tanks that I developed an understanding of the horrors of war. The school newspaper and my geography coursework helped me on the journey towards adult literacy but only when I had to write reports and papers without someone marking and correcting my efforts did I appreciate the benefits. Laboratory work offered a rollercoaster experience and by now of course I was aware of the wider benefits of the projects on which I was working as I gained responsibility for their success, under the guidance of my mentor. I was able to lead aspects of the project within the context of the wider aims. One aspect of the role of the teacher is to be that project mentor, albeit in different ways for different students.

As a teacher and school leader I am constantly undertaking and leading projects. Small, large, long, short. Activities that can be defined, planned and scheduled. But this has to be achieved within the context of a wider vision, a longer term strategy, resulting in the very best outcomes for young people. I know that care is required to ensure that the details of the projects happen but don’t obscure the wider vision. Keeping the vision central to the project – making it the thing that drives the decisions, no matter how difficult – should always be the focus. The planning still happens, the schedules are still there, things get done, but the focus is always the bigger picture.

Of course none of this happens in isolation. There is always a reliance on other people working together across different groups. Moving mountains can only ever be achieved by a team. Communication within the team is critical to ensure a cohesive response to the needs of the vision.

I still get it wrong and my mentors have to remind me of the bigger picture. They trust that I have learnt and won’t repeat the same mistakes time and time again. In fact their standards are high so once is enough. I am grateful to them for that.

This has to be the way that high performing teams work. The pace is high, the nature and challenge of what is being achieved varied. Trust in each other is critical. Vision provides the common ground.

I think I might change my confession from ‘I have projectitis’ to ‘I have visionitis’. I’ll save the details for a future blog.


Having used Twitter to broaden my knowledge and thinking for some time, I continue to enjoy its immediacy and the challenge of writing succinctly.

The education community has embraced Twitter as a tool for sharing good practice and I am enthused by the ideas of others. Some of these ideas and the conversations that result are based on reports in the media, some evolve during organised Twitter discussions and others develop from the seemingly throwaway comments of others. I’ve survived an early tendency to only follow or engage with those who I agree with and I now find myself reading a timeline that is normally balanced and always engaging.

But Twitter has its limits. Being restricted to 140 characters is good for natural wafflers like me as the mind has to become focused but it can be frustrating when considering broader or more complex ideas. I am increasingly finding myself drawn to the thoughts of others expressed on blogs as they seem to satisfy my curiosity for more detailed analyses. This in turn has made me challenge myself to explore my ideas in greater depth.

My blog posts will not be as polished or as finely articulated as those you may find elsewhere; the process of reflection is rarely tidy. I have no plans for a constant theme to which all my blogs will relate but instead aim to use these pages as an opportunity to develop coherence within my thinking across a range of topics. I hope this will be a reflective process with the added challenge that others may occasionally read my thoughts and provide me with constructive challenge.