By Kit Field
This booklet highlights matters which underpin the pro services of current and aspiring topic leaders. The content material is designed to construct at the abilities, wisdom, realizing and attributes which serving Heads of division and topic co-ordinators already own. Sections are supplied on: *essential wisdom and figuring out for the function *strategic making plans and improvement *monitoring and comparing instructing and studying *leading and coping with employees to elevate fulfillment. The emphasis all through is on corresponding with the nationwide criteria set via the instructor education business enterprise. via centred actions the e-book goals to set demanding situations in sensible contexts and to aid topic leaders to plot forward and enhance topic provision that allows you to elevate criteria.
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Additional info for Effective Subject Leadership
Webb Statutory requirements 35 (1994) comments that such an approach leads to improved subject-knowledge and application within the subject. Inevitably the subject leader is not always the best ‘partner’ for collaborative teaching. Time constraints determine the opportunity to observe and teach with colleagues. The subject leader, therefore, needs to develop user-friendly means of researching and reporting on collaborative work for the benefit of the whole team. Reflective knowledge serves a purpose only if it is accessible and renewable.
This procedure is in the spirit of the TGAT Report in that moderation is taking place and a degree of objectivity is injected into the teachers’ judgement. Subject leaders need also to ensure that teachers prepare pupils for SATs. By reflecting on the outcomes of teachers’ ratings of pupil performance and SATs, subject leaders are able to use assessment evidence for evaluative purposes. Part of evaluation and monitoring is to ascertain if statutory requirements are being met. A constant focus on improvement of provision inevitably leads to the identification of weaknesses and developmental needs.
Can the assessment evidence be related to National Curriculum Performance Descriptions in a range of Attainment Targets? The National Curriculum documentation provides guidance for assessment. The language does need interpreting, however. Shorrocks et al. (1993) recommend that schools, through internal discussion, determine precise meanings for ‘performance verbs’. The difference between, for example, ‘understand, interpret, identify, find, sort, demonstrate and select’ (Shorrocks et al. 1993, p.
Effective Subject Leadership by Kit Field