Effective Training for Subject Leaders

Abstract

The relationship between departmental improvement and school improvement is well established within the research literature. Within the United Kingdom, subject or curriculum leaders play an increasingly important role in securing and maintaining departmental improvement, however preparation and training for the role is highly variable. This article outlines the findings from research funded by the Teacher Training Agency (TTA) that explored the nature, scope and impact of professional development and training opportunities available to subject leaders in England and Wales. Its central purpose was to identify the types of professional development and training opportunities that were most effective in changing subject leaders' practice within the school and classroom context. The article describes the most effective models of training for subject leaders and concludes by suggesting that the National College for School Leadership has a critical role to play in securing top quality professional development programmes for them.

Middel Management: Leaders Or Led And Their Importance To The School's Function

“…Same as a business organization the school is headed by a principal. As opposed to schools, the process of incorporating middle management in leading the business organization has been known for decades and has been widely researched (Harris et al, 2003). Therefore, it is not inconceivable that instead of the education system "reinventing the wheel", namely incorporate middle managers in the education system, the education system would, rather, examine the already-familiar process of incorporating middle managers from the business world.…”

“…Variance may lead to difficulties, yet a good middle manager will know how to lead their team and work in collaboration (Harris, et al 2003). There are working teams in a school system in which the teachers are of different trainings.…”

“…In many cases the organization's workers are better-acquainted with the middle manager than they are with the senior manager. Given that the connection between the middle manager and the worker is a good one the worker will have a higher motivation to perform their tasks in a more enhanced way (Harris, 2003). Estyn, who, in 2004, studied the phenomenon of middle managers in a number of schools in Wales, discovered that when the middle managers functioned in an optimal manner, and with good connection to the school's teaching staff, the school was considered to be a "strong" school.…”

“…Hence, oftentimes novelty is charted by withdrawal. A good middle manager should be able to circumvent such withdrawal and, moreover, to harness this novelty to a better and more efficient use (Harris et al, 2003).…”

“…Meaning, the way they display the organization is the way others will see it too. The manager is the person in possession of the information they wish to distribute amongst their staff and, externally, to the organization alike (Harris, 2003). The fundamentality of a good manager lies in their understanding of the task they are required to accomplish, a familiarity with managerial skills, professional expertise and a sense of capability (Schwartz, 2010).…”