There is encouragement of subject leaders to lead and manage staff, including support staff, a complex and difficult role, to understand the department culture, but also to reach outside the narrower school confines to work with parents and to develop professional networks. However, there is little information available for subject leaders to help them with the day-to-day practicalities of running a department on top of existing teaching commitments. It has been written in an open and accessible way with photocopiable inset activities that have been tried and tested in training situations. This involves them considering to what extent existing processes of teaching, learning, assessment, management and resourcing are meeting the needs of students and the educational values of the subject area and the school, and how those needs and values can be met more successfully. It also includes case studies, examples of current good practice and a range of tried-and-tested strategies for inspiration and guidance. First, there is no blueprint and if there were I would not be advocating it. A chapter is devoted to the performance management framework that was introduced in September 2000.
Curriculum and subject leadership in schools has recently gained substantial attention from both researchers and policy-makers. Rarely does prescription lead to the right outcomes. The Handbook of Secondary Gifted Education offers an in-depth, research-based look at ways schools and classrooms can support the development of gifted adolescents. This book addresses these issues sensitively. The authors recognise the unique nature of different subjects, some with clearer accountability processes such as English in the secondary school and others with a more diffuse and complex cross-curricular role such as Special Educational Needs.
Schools are not the same and should not be treated as such. With distributed leadership comes distributed accountability, it is not some open-ended approach to leadership, in fact the converse is true. In order to sustain a process of continual improvement, subject leaders and their colleagues have to engage in a rigorous and continuous monitoring and evaluation of the effectiveness of practice in their area. So, let me be clear. Subject leaders are part of the realm of middle management in education organisations, as well as having to be technical experts in their subject specialist fields.
They have high expectations of subject leaders with the central focus on teaching and learning. This book complements existing programs of professional development and training on both national and local levels. Letting a thousand flowers bloom is not distributed leadership. Finally, we are grateful to Marianne Lagrange for having the foresight and enthusiasm for producing a book on this timely and important topic. Professional collaboration is the foundation for distributed leadership but this has to be purposeful and disciplined.
One practical way forward is to create strong collaborative teams or professional learning communities where leadership is naturally and authentically distributed. What is particular, then, about leading and managing the middle realm of education organisations is the person-oriented nature of the subject leader role. An aspect of the latter is helping colleagues make public their shared and disparate professional educational values and beliefs in order to create an agreed but tolerant collegial culture which encourages learning by students, staff and parents alike. . The book debates the functions of subject leaders in primary and secondary schools, using current research-based conceptual frameworks, and considers how they can bring about improvement and change with their colleagues in their subject areas.
Throughout, the focus is on improving the quality of education for pupils through the creation of a positive team ethos. And, can it work for your school? The common answer is that it will be difficult, disruptive, debilitating to change, plus there is no guarantee of success. The book debates the functions of subject leaders in primary and secondary schools, using current researc Format: Busher, H. This book combines well-founded professional development theory with practical suggestions. Educational Administration Quarterly, 44 4 , pp.
Each chapter of this educational resource is written by leading scholars and researchers in the field. The purpose of the book is to provide a research-based handbook that views gifted adolescents and their needs as the starting point for building an effective, integrated educational program. On account of the many tensions and dimensions to managing in and from the middle of education organisation hierarchies, Blandford 1997 suggests that only those people who can handle such tensions successfully can be effective middle managers. National Standards put forward by the Teacher Training Agency serve to emphasize the importance of good resource management within schools. It is legitimised because it is so profoundly based on practice with a clear understanding of the different environments in secondary and primary schools and the distinctive subject cultures within those phases. It emphasizes what is particular about leading and managing the middle realm of education organizations, showing how structural, cultural and individual imperatives and perspectives interact with each other in the professional practice of being a subject leader.
The emphasis is upon interdependent interaction and practice rather than individual and independent actions associated with those with formal leadership roles or responsibilities. Subject Leadership and School Improvement reflects critically on the work of subject and curriculum leaders especially in schools in England and Wales, that is, those within the policy framework of The National Curriculum and the Teacher Training Agency. Complementing Learning to Teach Citizenship in the Secondary School, this workbook can be used as part of an integrated course or independently as a standalone self-study book. As leaders they have to manage the impact of these five dimensions on the work of students and staff in their subject area. While the idea of distributed leadership is not without its critics, the contemporary literature continues to show a positive relationship between shared forms of leadership and improved organisational performance. It is not good enough to have working groups - teams or even professional learning communities - that cooperate rather than collaborate. The implication for those in formal leadership roles is that they have a key role to play in creating the conditions for distributed leadership to occur.
Teacher asked Professor Alma Harris. It is also suitable for short courses and for practitioners occupying or aspiring to leadership roles in schools, colleges and other educational organizations. Heads of department and subject leaders in secondary schools will find this professional handbook essential for planning in-service training, improving the effectiveness of the department, and developing personal leadership abilities. We hope it provides a comprehensive conceptual framework for understanding the work of subject leaders. Engagingly and entertainingly written, this book covers the major areas of concern to subject leaders, including leadership styles, managing staff, managing pupil performance, strategic planning, curriculum development and coping with problems. Subject Leadership and School Improvement reflects critically on the work of subject and curriculum leaders especially in schools in England and Wales, that is, those within the policy framework of The National Curriculum and the Teacher Training Agency. The importance of subject leadership to school improvement is now recognised as central.