Nadine Powrie: Making a difference in schools and universities

Being a great leader is an extraordinary role with a lot of responsibility. It’s a role where you’re always learning.

Now is the moment to allocate your time and your energy to support your leadership vision, whether you are an experienced, new or aspiring leader or a school governing body in schools and universities around the world.

Contact me so that I can support you in making a difference by elevating your leadership capabilities, by expanding your leadership mindset for elite performance. 


“Under the transformational leadership of the headteacher attainment has risen rapidly and the quality of teaching has improved since the last inspection. Professional development and performance management are sharply focused on students’ outcomes.”

(Ofsted 2012)

Nadine's four schools-logos

I have been a successful educator at senior leadership level in four UK schools: Cramlington Learning Village (Newcastle upon Tyne), Bradfield School (Sheffield), Fareham Academy (previously Neville Lovett Community School, Portsmouth) and The John Roan School (Greenwich). 

Watch the following BBC South TV report on me being the first French Headteacher in the South East of England.

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David Conway

Here is a testimonial from David Conway, former Headteacher of Bradfield School, Sheffield, where I was Deputy Headteacher.

I have known Nadine Powrie since interviewing her for a position as my deputy headteacher in April 2008. Even at interview she impressed an extremely experienced panel, and was head and shoulders above the other candidates on knowledge, skills and experience and how to use them to best effect – I would add that the shortlist was from a strong field of more than a hundred applicants.

On taking up her role she more than satisfied our very high expectations of what she would bring to the organisation. She took a very analytical approach: establishing where improvements needed to be made; seeking solutions and processes to make those improvements; developing a plan with short and long term goals and communicating it carefully and precisely to the various teams with which she worked; monitoring progress towards the goals, and taking remedial action where necessary; modelling the skills and behaviours needed to implement and continue the processes; reviewing and replanning at the relevant juncture.

In all of this activity the most important contribution was her work with staff to develop their leadership skills. This was based on first gaining their trust by modelling exactly what a process might look like/entail – for example a debrief session with a middle leader who needs to communicate a competency gap with one of their team – and then supporting them, if appropriate to conduct such an interview. She also delivered both generic training for whole staff groups, and bespoke training for smaller targeted teams. Her work was carried out within a framework of staff complacency that had existed for some years, and was so effective that the school became the LA’s best performer within two years.

Her contribution to this improvement was recognised with a rapid promotion to Headteacher of a school in Hampshire. She and I kept in close contact and I followed with interest her work there, in a different context, but equally successful. She continued to provide leadership training support to members of my staff – by distance learning and face-to-face – and those with whom she worked were invariably enthused by the specific and context driven methods she shared with them to improve their practice.

When Nadine went freelance I was pleased to be able to commission her to work with my Trust on creating a mission statement (statement of philosophy) that accurately represented our aims and ensured that our policies aligned with those aims. She brought the same level of deep analysis and careful consideration of all of our published (outward facing) documentation to this task in order to help us not only to draft a new statement, but to more formally monitor whether our actions were in accord with our published philosophy.

To speed up, slow down.

 

I will work with you to identify the leadership mindset that will help you (and your team) deliver extraordinary impact.

 

I am a global education leader. I have expertise both in the UK and overseas in school improvement work, school leadership, coaching, governance, school self-evaluation, evaluation of school development plans and curriculum reviews. I can help you. 

 

Tarek Alami testimonial

Experiential learning will help you understand the necessary changes to your mindset and behaviours. We’ll encourage you to innovate so that you can transform your leaderships skills in an active and shared environment. You’ll be experiencing and exploring by doing.

Experiential learning will encourage you to take risks (in a safe environment), analyse and process new ideas with peers and reflect individually on the experience. You’ll work with new tools and methods, and practise new skills. You’ll be asking yourself ‘What works for me?’

Experiential learning is immersive with role-playing, guided discussions and simulated situations. You’ll be coached in new ways of working. Change is challenging but successful leaders know how to achieve it. So can you.

Experiential learning will help you chart your own learning path in a friendly and safe environment where you can enjoy your leadership growth mindset, whilst zooming in and out of your leadership competencies.

200+ evaluations

I have undertaken over 200 school evaluations. I enjoy supporting schools so that I can help their students and staff achieve their best potential.

I am an International Education Specialist and an experienced lead evaluator for private and governmental schools in UAE, Africa and Asia. I am a lead inspector for BSO and ISQM in UAE and Asia. 

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EDT logo

I enjoy shaping education policies. As Technical Lead with the Dubai Ministry of Education in 2020 I oversaw the pilot of a new evaluation framework including feedback on their new evaluation framework, design of a new handbook for evaluators, and training of over 40 evaluators on the pilot of the new framework and curriculum review.

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In times of uncertainty and complexity, your leadership is more important than ever. 

In the UK I have done 100+ quality reviews of NPQ providers with Tribal on behalf of the Department for Education (UK). 

100+ NPQ reviews

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