Head of department principles in practice by ANNE GOLD

MANAGEMENT AN D LEADERSHI P I N EDUCATION Series E d i t o r s : PETE R R I B B I N S AN D JOH N SAYE R Head of Department TITLES I N TH E MANAGEMEN T AN D LEADERSHI P I N EDUCATION SERIE S HELEN GUNTE R : Rethinking Education: the Consequences o f Jurassic Management PETER R I B B I N S ( E D ) : Leaders an d Leadershi p i n School, Colleg e and Universit y PETER R I B B I N S A ND B R I A N S H E R R A T T : Radical Educationa l Policies and Conservativ e Secretarie s o f State ANGELA THODY : Leadership o f Schools: Chie f Executives in Education Forthcoming C H R I S T I N E PASCA L A N D PETER R I B B I N S : Headship in the Primary School Head of Department Principles in Practice ANNE GOL D Continuum Wellington Hous e 37 125 Strand Ne London WC2R OBB N Lexington Avenu e w York Y 10017-6550 © Anne Gol d 199 All right s reserved No par t of this publication may be reproduce d o r transmitte d in any form o r b y any means, electroni c or mechanical , including photocopying, recordin g o r any information storag e o r retrieva l system, without prior permissio n i n writing from th e publishers First publishe d 199 b y Cassell Reprinted 2000 British Library Cataloguing-in-Publication Data A catalogue recor d fo r thi s book i s available from th e Britis h Library ISBN 0-304-70160- (hardback ) 0-304-70161-0 (paperback) Typeset by York House Typographi c Ltd , Londo n Printed an d boun d i n Great Britai n by Redwood Books , Trowbridge, Wilts For Frank Zadik , 1914-199 This page intentionally left blank Contents Foreword How to use this book Introduction Your organization an d you r place i n it Working with people What is a middle manager? What i s management i n schools ? What is ethical management in schools ? How you translate the school aims into departmental aims ? Contributing to the development of the priorities of the school Acknowledging power balances Working with teams Bringing new members to the team Key team roles The life cycl e o f teams Working with people Listening to and talking to department members Giving and receiving constructive feedback Recording information Delegating Motivation Working with conflict: some general points Working with conflict: 'difficult people' Working with conflict: disciplining members of staff Working with conflict: disciplining young people Professional development The appraisal system as an example of staff development Meetings Planning meetings Running meetings ix xi xiii 1 11 11 16 18 21 22 25 27 32 34 36 39 41 43 45 47 48 60 62 63 65 viii Contents Meetings - a summary Addressing meetings Working with governors and parents Presenting the department within the school Presenting the department to the world outside 68 68 71 76 79 Managing resource s What resources? Resources and equity Departmental resources Managing the department budget Fundraising 81 81 81 82 84 86 Managing the - curriculu m The curriculum Being the 'expert' in a curriculum area Developing curriculum aims Managing Special Educational Needs Managing inspections and OFSTE D visits Knowing how the curriculum area is taught Evaluating the curriculum area Managing constant change Reading curriculum legislation 88 88 90 92 93 96 100 102 104 108 Conclusion 110 References Index 113 115 Foreword It i s more importan t tha n eve r t o develo p th e continuu m of managemen t and leadershi p responsibilit y i n schools Th e emphasi s o n headshi p i n Britain s becom e almos t obsessive, and i s reflected in th e Teache r an d Higher Educatio n Bil l no w i n passag e throug h th e House s o f Parliament, where qualification s for headshi p ar e becomin g statutor y befor e al l th e attendant issue s of control, power and selectio n are eve n contemplate d o r the effect s o n th e professio n as a whole considered Anne Gold asserts tha t the Head of Department rol e is probably th e mos t influential i n a well-organized secondary school I t is also, along with othe r forms of middle management, an essential stage of leadership for those who may later become heads of schools and services She anticipates the adoption of national qualifications for thi s stage also, an d he r boo k wil l become th e key text for Head o f Department training The generi c natur e o f muc h 'middl e management ' responsibility , whether in secondary, primary or further education, i s acknowledged i n this book, whic h ca n therefor e b e widel y used O n th e othe r hand , middl e management in general and 'pastoral ' responsibilities in particular have had much recent attention, whereas the particular role of the subject head or coordinator ca n to o easily be take n for granted This boo k i s written fo r practitioner s in th e languag e used i n schools I t puts the m i n touc h wit h researc h writing , whils t it s mai n thrus t i s i n developing processe s i n schools I t derive s much fro m a decade o f share d experience i n trainin g an d consultanc y across th e ful l rang e o f schoo l management It updates previou s literature and point s ahead, als o invitin g readers to explore their own future, in deciding whether a Head o f Depart ment role i s what they want Right throug h th e rang e o f practical situations examined ther e ru n th e questions: wh y ar e w e doin g this , an d wh y thi s way ? Wha t inform s ou r practice? I t is professionally inadequate t o tak e thinking, polic y and strate gies from 'above' All who exercise real professional responsibility contribute to the translatio n o f principles into practice, an d t o the revie w of aims an d objectives informe d by practical learning and context s of constant change The rol e o f Head o f Department comes across as an excitin g challenge John Sayer 104 Head of Department Suggested Activity 26 Work with your whole team on this activity, in order to explore as much as you can together about evaluating your work Set up a flipchart with one of the following questions at the top of each of five consecutive pages , keeping th e question s i n th e orde r below Brainstorm eac h question , the n befor e turnin g over th e pag e to th e next question, talk about the issues that each question raised What is evaluation? Why evaluate? What should be evaluated? What are the difficultie s whe n evaluating ? Of which methods of evaluation are vou aware? It i s important als o t o agree tha t teacher s wil l d o somethin g usefu l wit h th e outcomes of their different evaluatio n processes Evaluation is only part of a cycle, no t a n en d produc t i n itself I t i s onl y reall y worthwhile whe n i t i s closely an d productivel y connected wit h learnin g and leaching In m y presen t work , I cannot conceiv e o f plannin g a repea t o f a cours e until bot h tutor s and participant s have evaluate d th e learnin g and teachin g - evaluatio n i s now deeplv embedded i n all the work I and i t informs ou r planning fo r subsequen t courses Bu t equally , w e constantl y engag e i n Brookfield's 'learnin g conversation' (Brookfield , 1993 ) wit h course partici pants durin g a course ; w e ask them fo r a summativ e evaluatio n ( a for m t o complete on ou r teaching ) at the ver y end o f the course ; an d w e send ou t a questionnaire si x months alter the end o f a course which asks them t o reflect on change s in thei r practice an d whethe r w e should chang e anything about ours Thes e ar e differen t form s o f evaluation , usin g differen t processe s and askin g differen t question s at and abou t different stages o f learning an d teaching Bu t the y al l infor m th e plannin g o f th e nex t sessio n o f learnin g and teaching They are all integral parts of the learning and teachin g proces s which woul d b e seriousl y diminished without them Managing constant change Change i s such a fundamenta l dynami c in educationa l managemen t a t th e moment tha t the mfnuigenn'Hhrf chang e is a rich area of academic writing and research, and i t holds a central place i n any course of advanced stud y about management Ther e i s a tensio n betwee n th e driv e fo r carefu l strategi c planning in schools, an d th e acknowledgemen t tha t ther e i s always change Many schools operate superb plannin g strategies, consultin g fully an d effec tively wit h thei r stall , an d the n externa l constraint s impos e th e nee d t o Managing the curriculum 10 change th e plans , quickly A ke y managemen t skil l i s th e abilit y t o mak e plans, then to alter them without losing the central concerns and mai n aims of the organization I t is important t o be able to change plans without any sense of loss, and t o continue to see change a s opportunity The titles of books about managing education reflec t the force and tumult discharged b y the changes : Mike Wallace and Agne s McMahon wrote Planning Change for Turbulent Times i n 1994 , And y Hargreaves wrot e Changing Times, Changing Teachers the sam e year, Michael Fullan wrote Change Forces in 1993, an d Davi d Hargreave s and Davi d Hopkins wrote Th e Empowered School in 1991 (Se e Reference s sectio n fo r furthe r detail s relatin g t o thes e books.) There i s certainly change i n the external context of schooling There are economic, political and sociological changes which are altering the shape of the worl d at th e moment Ther e ar e fundamenta l changes withi n Britai n which hav e reshaped th e fabri c of our societ y in th e las t twenty years; an d there are political and educational changes which have reframed ou r defini tion o f schooling Internally, too , peopl e wh o work in school s have responded t o externa l changes i n differen t ways Persona l interaction s ar e affecte d b y stron g emotions, especiall y when thos e involve d fee l threatene d professionally Teachers wh o have little sense of professional worth are going t o be harder to motivate to plan changes, and successful chang e may be hard to recognize if people stil l feel unhappy Strategies for managing change often leave little space fo r th e messines s an d incompletenes s o f man y emotiona l interac tions External change s hav e mad e a n impac t o n th e interna l working s o f schools, an d mos t Britis h school s hav e bee n involve d in larg e number s of changes all at the same time Many educationists question the purpose of all of these changes, an d I think that the root of my disquiet lie s here: there is an optimu m number o f change s i n whic h t o b e involve d a t an y time, in order t o perfor m well Abov e tha t number , helplessnes s an d eventuall y demoralization se t i n - an d demoralize d worker s ar e easie r t o contro l because the y d o no t rebel S o ho w ca n Head s o f Department s work with externally impose d chang e whil e keepin g thei r team s creativ e an d effec tive? Bolam and hi s colleagues (1993 ) found that although all the schools they looked a t were suffering fro m 'innovatio n overload' , some seeme d t o have coped bette r tha n others The y foun d tha t 'ther e wa s considerable agree ment tha t to o muc h wa s demande d to o quickly ' (p 97) Mayb e i t i s important t o b e involve d i n som e chang e s o that teacher s d o no t becom e stultified an d stagnan t i n thei r work But when we ask teachers how many changes they are working with currently, they range from six to twelve! The majority of these changes are imposed from outsid e - so they are difficult for those interna l to th e schoo l t o manag e withi n thei r own belief system an d time frame 106 Head of Department Beryl Husai n use s a paper abou t managin g change whic h fit s in here, an d which goes further t o explain some o f the problems associated with constan t and externall y imposed change : I Generalisations about the change process From evidenc e o f researc h an d experienc e i t i s possibl e t o dra w u p some generalisation s about th e chang e process : change shoul d b e see n a s a process which take s place within a social system context change i s a dynamic process not a n even t various people , agent s an d system s involved i n th e chang e proces s interact wit h eac h othe r ove r tim e and ar e change d b y the chang e experience itsel f an innovatio n shoul d no t b e see n a s unchangeabl e bu t shoul d b e regarded a s something which i s bound t o change ove r time the implementatio n phas e i s th e mos t crucia l on e i n th e whol e process an d mus t b e carefull y prepare d an d planne d effective implementatio n wil l normall y involve a proces s o f mutual adaptation b y change agents and member s o f target use r grou p change engage s bot h intellec t and emotions - affect s individual s as well as organisations - thes e factor s mus t be taken into account there ar e always obstacles to change - som e obvious , others latent II Characteristics of successful innovations From th e literatur e it appear s tha t a n innovatio n has muc h greate r likelihood of being successfully implemented i f it meets as many as possibl e of th e followin g conditions: it shoul d b e centrall y relevan t to th e member s o f th e targe t use r group it shoul d brin g major benefit s t o people as well a s the organisatio n it should b e simpl e and flexibl e its underlyin g value s shoul d b e congruen t wit h thos e o f th e targe t user group and thos e of the institutio n it shoul d b e feasibl e i n term s of it s costs an d i n it s implications for individuals (e.g status , work-load, etc.) III Successful implementation strategies A successfu l implementatio n strateg y wil l mee t mos t o f th e followin g conditions: it shoul d involv e adaptiv e and continuin g plannin g b y th e majo r participants an d interes t groups involved , giving a n opportunit y t o adapt th e goals and conten t of the innovatio n and providin g mechanisms for feedbac k on progres s people i n ke y leadershi p role s shoul d b e overtl y supportiv e an d participate directl y when appropriat e Managing the curriculum 107 staff trainin g should bo provide d in a relevan t an d continuin g form , should giv e specific an d practica l 'how t o d o it ' information , wher e possible provide d by peers and practitioner s and wher e appropriate in a n on-the-jo b setting continuing support should be provided and should be both practical and persona l there shoul d b e opportunities for members o f the targe t use r group to develo p an d modif y th e innovatio n locally b y adapting material s and b y learning about th e innovation' s characteristics and develop ing a sense o f 'owning ' it a 'critica l mass ' o f peopl e involve d should b e develope d s o tha t individuals d o no t fee l isolate d bu t ca n mee t togethe r wit h like minded enthusiasts as a team for discussion, information-sharing an d training take into account th e feelings , values , ideas and experienc e o f others IV Characteristics of successful change organisations Characteristics of the settin g in which successfu l innovatio n occurs: purpose of institution clear change agent well-regarded by the members of the targe t user group and should , therefore , hav e the righ t statu s and authority , th e right leadership style, and ideally , a successful 'track record' of innovation implementation the institutio n shoul d itsel f be receptiv e to change, and shoul d have high staf f morale , an d th e activ e suppor t an d commitmen t of th e head o f the institutio n o r departmen t the organisation o r system members should also be adaptive and thu s ready to change structures, timetables and rol e behaviours within th e various departments an d sub-structure s power t o d o thing s shoul d b e delegate d t o wher e needed , an d process decision s made a t th e righ t level communications should b e ope n an d frank , wit h conflic t manage d constructively using problem solvin g methods individuals' identity , integrit y an d freedo m respected , al l member s and thei r work valued all hav e a degree o f autonomy within th e discipline d framework of shared values (Source: Bery l Husain , Management o f Change, Managemen t Development Centr e Handout ) These suggestions all go to show that managers have the most important part to play in any change process Change mus t be managed, shoul d be planne d for, bu t mainl y it is necessary t o believe i n i t so that it can b e manage d wit h integrity 108 Head of Department Reading curriculum legislation It i s not m y intention to address specific curriculum documents here because the syllabu s lo r eac h subjec t i s define d i n grea t detai l i n severa l officia l documents I would like , however , t o o f f e r som e obsenations about ho w t o read thos e documents Severa l writer s abou t th e polic y o f educatio n hav e explored th e wa y that a w r i t t en polic y ca n b e 'read' Richar d Bowe , Stephen Ball an d I explored the - differences betwee n 'readerlv ' an d 'writerly ' text s i n Reforming Education find C.linuking School* (Bowe , Bal l an d Gold , 1993) W e used th e wor k o f Rolan d Barthe s (cite d i n Hawkes , 1977 ) t o distinguis h between text s whic h ar e 'readerlv' , o r i n othe r word s offe r th e m i n i m u m opportunity fo r creativ e interpretatio n b y the reader ; an d thos e whic h ar e 'writerly' an d whic h appea r t o invit e th e reade r t o interpret , t o co-operat e and almos t t o co-author Given tha t a governmen t polic y s lega l weigh t behin d it , i t i s usually written wit h th e intention t h a t i t will mak e absolutel y clea r tha t whic h i t sets out t o enforce Reader s expect i t t o be written as carefully and unequivocabl y as possible , s o tha t ther e ca n b e virtuall y n o roo m fo r ambiguit y o r inter pretation Bu t reader s alwavs interpre t wha t i s written Even th e simples t o f texts, and thos e wit h n o politica l intent, are ope n t o a d i f f e r e n t representa tion b y each reader D o th e reader s o f a tex t mak e th e sens e o f i t tha t th e writer intended ? I s t h e i r leadin g o f a tex t informe d b y thei r cultural , sociological and educationa l belief s and understandings ? I s their reading of a tex t a for m o f intcprctatio n o f it ? Suggeste d Activit y offer s som e questions to answer about readin g policy documents Suggested Activity 27 This i s a particularl y importan t set o f question s when thinking abou t how t o rea d governmen t educational policy documents As a Head o f Department who i s reading policy documents to infor m you r curriculum planning: Do yo u rea d the m a s a direc t an d exactin g se t o f rule s t o b e obeyed? Do you filter what you read through your beliefs about education, and attempt to make it match o r fit? Or d o yo u rea d fo r loophole s an d fo r space s fo r differen t inter pretations than those intended? Unconsciously, there - arc- alwavs d i f f e r e nt interpretation s o f written words Consciously, thos e wh o wis h t o fin d way s o f resistin g tha t o f whic h the y disapprove, usually read ver v carefullv , searchin g for a way round th e rules And polic y writer s ar e q u i t e awar e tha t peopl e wh o rea d thei r text s d o s o looking for ways of resisting or interpretin g wha t they mean Such writers ar e carefully traine d t o writ e a s unambiguousl y as possible Policy author s d o mak e concerte d effort s t o asser t contro l b y th e mean s at thei r disposal, t o achiev e a 'correct ' reading W e need t o understan d those effort s an d their effects on readers and t o recogni/.e the attention tha t readers pay to the writers' context o f productio n and communicativ e intent Bu t i n addition , i t i s crucial t o recogni/e that the policie s themselves, the texts , are no t necessaril y clear or close d or complete (Ball, 1994 , p 10 ) It is for that lack of clarity, closedness or completeness that those who wish t o resist policies search whil e reading officia l guidanc e papers I realize that I have written about what might be interpreted a s a deliberate act of sabotage No t all readings of policy documents may be so instrumental or resistant But it is almost impossible to manage wha t one doe s not agre e with In other words, it is necessary for a team leader t o read a document to find ways of being able to agree with it and t o see how worthwhile it is before they can work with their tea m to implement changes tha t chime in with their beliefs Conclusion If yo u rea d thi s boo k i n orde r t o decid e whethe r t o becom e a Hea d o f Department, I hope- YOU have found an answer : it can be - an exciting , creative, exhausting and centrall y important job But no t drif t int o it, or tak e it on because yo u t h i n k you should o r becaus e i t ought to be th e nex t stage i n your career I t reall y i s professionally acceptabl e t o remai n a classroo m teache r working directl y w i t h voun g peopl e an d concentratin g o n learnin g an d teaching a t lirs t hand All schools nee d excellen t teachers whose principa l responsibility is classroom teaching , and youn g people an d beginnin g teach ers need t o sec' more mature teachers spending thei r time i n the classroom This was recogni/ed b v th e decisio n t o pa y classroom teacher s more , b y th e creation o f the group know n as Kxpert Teachers, an d b y the teache r gradin g system employe d b v OFSTKD I t i s importan t that peopl e wh o choos e t o become Head s o f Departmen t ar e a s comfortable workin g with othe r adult s to pla n th e teachin g and learnin g as they are working with youn g people t o deliver i t i n th e classroom But i f you ar e alread y a I lead o f Department , or hav e decided t o becom e one, enjo y th e s t i m u l a t i o n , th e challenge an d th e possibilities ! The rol e i s a pivotal one 1, making and informin g decisions about learnin g and teachin g in schools, an d makin g sure tha t thos e decision s ar e pu t int o practice Th e requisite skills are a collection o f knowledge-based an d people-base d capacities, mos t o f whic h ca n b e develope d a s lon g a s th e reason s fo r thei r development ar e clear Most important , however , i s th e articulatio n o f a se t o f educationa l principles whic h underpi n managemen t practice Man y educator s hav e different principles , but ensurin g that al l management actions are informe d by principles must b e th e mos t significan t one Severa l managemen t strate gies ar e suggeste d i n thi s book a s ways of findin g enoug h lim e and spac e t o be able to get in touch with thos e fundamental principles And manager s ar e asked t o encourag e th e res t o f t h e i r tea m t o tal k abou t thei r educationa l principles together Another overarchin g principl e i s th e on e whic h allow s manager s t o Conclusion 111 understand notions of power, and whic h encourages them to wish to address issues of power 'i n orde r to' , rather tha n powe r 'over' This understanding affects th e wa y Heads of Departments work with thei r teams It informs th e way the y tal k an d liste n t o thei r tea m members , an d i t influence s th e attention they give to encouraging members of their department to develop professionally In an external ethos of competition and rivalry , this principle encourages teacher s t o mode l collaboratio n an d attempt s t o achiev e sensus, and remind s managers to ensure tha t all members of the tea m have a voice The knowledg e base relevant for a Head o f Department is not just about a subject or curriculum area There are legal responsibilitie s for the manage ment o f specia l educationa l needs , an d relevan t knowledg e o f goo d employment practic e whic h influence s selectio n an d recruitmen t proce dures Knowledg e abou t budgetin g strategie s an d procedure s an d a n understanding of local financial management i s encouraged (an d ways to so or t o get help from other s who know how to so , are suggested) Good interpersona l skill s are highl y relevant fo r Head s o f Department Theories abou t adul t learnin g ar e described , i n orde r t o infor m th e way people work together, and an effective Hea d o f Department pays a great deal of attention t o acquirin g effectiv e interpersona l skills Working with othe r people i s the most creative interaction, one which requires care and though t and planning Strategies are offere d t o fin d way s of developing objectivity , especially when strong feelings such as conflict threate n t o cloud important issues Indeed, man y times in this book, th e reade r i s encouraged t o find ways of striking a balance between responding t o other people' s crises , dealing with the heav y demands o f dail y schoo l life , an d explorin g strategie s t o b e a reflective manager A n effectiv e middl e manage r eventuall y manages t o juggle al l these demands, an d t o plan fo r the future! This page intentionally left blank References Adair,J (1986 ) Effective Teambuilding London: Pan Armstrong, L (1993 ) Managing t o Survive: A Guide for Middle Managers i n Secondary Schools Volume I - Organisation Lancaster: Framewor k Press Ball, S.J (1990 ) Foucault an d Education London: Routledge Ball, S J (1994 ) Education Reform: A Critical an d Post-structural Approach Buckingham: Open Universit y Press Belbin, R Meredith (1981 ) Management Teams Oxford: Heinemann Belbin, R Meredit h (1993 ) Team Roles a t Work Oxford : Butterworth Heinemann Bell, L (1992 ) Managing Teams i n Secondary School London: Routledge Bion, W R (1961 ) Experiences i n Groups London : Tavistock Bolam, R., MacMahon, A., Pocklington, K and Weindling, R (1993) Effective Management i n Schools London: HMSO Bottery, M (1992 ) Th e Ethics of Educational Management London : Cassell Bowe, R and Ball , S.J with Gold, A (1993) Reforming Education and Changing Schools London: Routledge Bowles, S an d Gintis , H (1976 ) Schooling i n Capitalist America London : Routledge Brimblecome, N., Ormston, M and Shaw , M (1996) 'Teachers ' perception s of inspections', in Ouston, J., Earley, P and Fidler, B (eds) OESTED Inspections: Th e Early Experience London : Davi d Fulton Brookfield, S A (1993) Developing Critical Thinkers Milto n Keynes : Open University Press Devlin, T an d Knight , B (1990 ) Public Relations and Marketing for Schools Harlow: Longman DFE (1994 ) Code o f Practice o n th e Identification an d Assessment o f Special Educational Needs London : HMSO DfEE (1994 ) School Governors - A Guide to the Law London: DfE E Fish, J and Evans , J (1995 ) Managing Special Education Buckingham: Open University Press Fitz, J and Lee , J (1996 ) 'Wher e angel s fear' , i n Ouston , J., Earley , P an d 114 References Fidler, B (eds ) OESTEJ) Inspections: Th e Early Experience London : Davi d Fulton Fullan, M (1993 ) Change forces London : Palmer Press Gewirtz, S , Ball , S an d Bowe , R (1995 ) Markets, Choice an d Equity i n Education Buckingham : Ope n Universit y Press Grace, G (1995 ) School Leadership: Beyond Education Management London : Falmer Press Hall, V (1996) Dancing on the Ceiling: A Study o f Women Managers i n Education London: Pau l Chapman Publishing Hargreaves, A (1994 ) Changing Times, Changing Teachers London : Cassell Hargreaves, D and Hopkins , D (1991 ) Th e Empoivered School London: Cassell Hart,J (1993 ) Successful Einancial Planning an d Management of Schools Har low: Longman Hawkes, T (1977 ) Structuralism and Semiotics London: Methuen Ironside, M an d Seifert , R (1995 ) Industrial Relations in Schools London : Routledge Jaques, D (1991 ) Learning in Groups London : Koga n Page Kolb, D (1984 ) Experiential Learning New Jersey: Prentic e Hall McCormick, R and James, M (1983 ) Curriculum Evaluation in Schools Lon don: Routledge Marland, M (1986 ) School Management Skills Oxford: Heinemann Marland, M and Rogers , R (1991 ) Marketing th e School Oxford: Heinemann Maw,J (1996 ) 'Th e handbook fo r inspection o f schools: models , outcome s and effects' , i n Ouston , ]., Earley , R and Fidler , B (eds ) OESTED Inspections: Th e Early Experience London : Davi d Fulton Ouston, J., Earley , P and Fidler , B (eds) (1996 ) OESTED Inspections: Th e Early Experience London : Davi d Fulton Saver, J (1989 ) Managing Schools London : Hodde r & Stoughton Sayer,J (1993 ) Th e Future Governance of Education London: Cassell Schon, D A (1987 ) Educating the Reflective Practitioner San Francisco : JosseyBass Torrington, D an d Weightman , J (1989 ) Th e Reality o f School Management Oxford: Blackwell Wallace, M and MacMahon , A (1994 ) Planning Change for Turbulent Times London: Cassell Whitty, G (1985 ) Sociology an d School Knowledge London : Methuen Willis, P (1977 ) Leaming to Labour Farnborough: Gower Wragg, E C (1987 ) Teacher Appraisal: A Practical Guide Basingstoke : Mac millan Wragg, E C (1994 ) ' A nationa l surve y o f teache r appraisal , 1992-4 : a preliminary analysis ' Pape r presente d a t th e annua l conferenc e o f th e British Educationa l Researc h Association , Oxford , Septembe r 1994 Yule, W and Gold , A (1993) Wise Before th e Event: Coping with Crises in Schools London: Gulbenkia n Foundation Index Adair, John 25,27,5 advertising, recruitment 19-20 aims, school se e school aim s appraisal syste m 60-2 , 10 Armstrong, Li z audits Ball, Stephen 15,108,10 Barthes, Roland 10 Beginning Teachers 51-3,54 , 100 behaviour policie s Belbin, Meredith 2 Bell, Les Bolam, R et 10 Bottery, Mik e , Bowe, R etal 10 Bowles, S and Ginlis , H brainstorming 16 , 17-18, 43, 83, 88, 90 Brookfield, Stephe n 50 , 52, 104 budgets 84- change generalizations about proces s o f 10 managing constan t 104- class, and educatio n syste m classroom visit s 62 , 100- Code of Practice on the Identification and Assessment of Special Education Needs 95-6 communication 27-3 conflict 41-8 , 10 advantages disciplining members of staff 45-6 disciplining young people 47-8 working with 'difficul t people ' 43- conversations, learnin g see learning conversations courses 48,59,91,10 critical thinkin g 52 , 60 curriculum 14,88-9 developing aims of 92-3 evaluating 102-4 reading o f legislation 108- Special Educational Needs 93-6 see also National Curriculum daily greetings Data Protectio n Ac t (1984 ) delegation 36- departments audits linking with res t o f school presenting to outside world 79—8 presenting withi n schoo l 76- resources 82— school aim s and aim s of 7-9 , Devlin, Tim and Knight , Brian diaries, importanc e o f Dickens, Charles 'difficult people', working with 43-5 discipline and members of staff 45-6 and young people 47-8 discourses education, introductio n of universal Education Ac t (1993 ) Education Refor m Act (1988 ) Education (Schools ) Ac t (1992 ) equal opportunitie s 17 , 19 116 Index equity, and resource s 81- ethical managemen t 5-7 1 ethnic minoritie s 13 , evaluation 102-4 experiential learning , cvcl e of 30- Expert Teacher s 11 responsibility 3- Heads of Faculty 3-4 HM1 inspections 96 Husain, PUMA ! \vi 106- feedback 32-4 , 10 finance 81 ; se e also budgets Fish, Joh n an d Evans , J e n n i f er Fit/, J and Lee , J formative evaluatio n 102- Fullan, Michae l 10 fundraising 8(>- Ciewirt/, Sharon e t al 82 governors 71-4 , duties 71-2 and pupils' educational records 35-6 relationship wit h teachers 71 72- Grace, Gerald greetings, daily group development Hall, Valerie Handbook fo r th e Inspection o f Schools 9(i— Hargreaves, Andy 10 Hargreaves, Davi d and Hopkins , David 10 Hart, Joh n Heads of Departmen t attributes neede d 90 , 91 contact wit h medi a 79-8 dealing with colleagues' distress 28-9 and encouragemen t o f ne w idea s importance o f havin g overview o f subject management styl e H i as middle manager s 1- necessity o f balancing differen t pan s of job 90-1 need fo r goo d interpersona l skill s need fo r understandin g o f bookkeeping position withi n schoo l 2- professional developmen t o f public relation s rol e reasons fo r positio n o f curriculum leadership role xiii , , 11 tension ove r locu s of 11 ideas, introduction of new 9-10 implementation strategies 106-7 information, recordin g of 34— inner c m school s INSET ( I n Seivic e Educatio n an d Training) inspections OFSTE D 89 , 96-100, 11 intemews appraisal and OFSTE D inspection s selection o f tea m member s Ironside Mik e and Seifert , Roge r job description 19 Kolb, David 50-1 laboratory technician s league table s 95 102 learning and evaluatio n 102 , 103- Kolb's cycle- of experiential 50-1 and power 55-6 teachers' experienc e of 5 see also lie-ginning Teachers learning conversation s 52,54,55 , 10 Learning Suppor t lectures legislation, reading curriculum 108-9 listening 29 , 31-2, 34 , 38 Local Educatio n Authoritie s 48 , 81 McCormick, R and James , M 88 , management defined i n schools 4- ethical 5-7 , I market fences , effec t o f marketing Marland Michael an d Rogers , Ric k xvi , 79, 80 Maw, Jane t media 79-8 meetings 62-71 addressing (58-7 chairing 39 65-6, guidelines for participants 67-8 Index minute takin g 66- planning of 63- pointers to success team 25-7 , 101 mentors 54,5 minute takin g 66- motivation 39-4 National Curriculu m 84 , 89, 92, 97, 100, 101; see also curriculum National Professiona l Qualification for Subject Leader s xv-xvi , 90 Newly Qualified Teachers see Beginning Teachers non-verbal communicatio n 30 , 102-3 objective settin g 93 , 94 OFSTED inspection s 89 , 96-100, 101,11 Ouston, Janet e l al Oxford Brooke s Universit y paperwork, an d OFSTE D inspection s 98 9,99-100 parents 71,74- parents' evening s philosophy, schoo l se e school philosoph y policy documents, readin g o f 108- power 55-6 , 11 power balance s 11-1 Press, contac t wit h b y Head o f Department 79-8 primary school s and classroo m visit s 10 and Nationa l Curriculum relationship wit h parent s professional developmen t 48-60 , 66, 91 and appraisa l syste m 60- basic philosoph y 58- and Beginnin g Teachers 51-3 , 54 creating climat e conducive t o continuous 56- financial responsibilit y for and Hea d of Department and INSE T introduction o f days for 48- learning experience cycl e 50- and schoo l development 5 theories o n 49-5 ways to encourage 59-6 pupils disciplining o f 47- 117 educational record s 35— records, pupils' educational 35- recruitment procedures 17, 18-22 resources 81- bidding for 82- defined and equit y 81- and fundraisin g 86- managing budgets 84- SATS (Standar d Assessmen t Tests) 10 Sayer, John xvi , 2, 9, 76 Schon, Donald A 50 , 53 school aim s and curriculu m aims and departmenta l aim s 7-9 , 92 school development plan s 5 and audit s school philosoph y , 7, 8-9 selection se e recruitment procedure s Senior Managemen t Team , 55, 77 Spain xv i Special Educationa l Need s 84 , 93-6 Special School s 9 sponsorship staff developmen t se e professional development stress Subject Leade r Qualificatio n xv-xvi , 90 success criteri a 93 , 94 summative evaluation 10 target settin g 93 , 94 Teacher Training Agency xv , 57, 90 teachers addressing meeting s 68-9 , 69-70 and appraisa l syste m 60-2 , 10 Beginning 51-3,54,10 childhood and schoolin g experience 12-13 , and classroo m visit s 62 , 100-2 and course s and curriculu m 8 and OFSTE D inspection s 96 , 97-8 participation a t meeting s reasons for becomin g relationship betwee n clas s and relationship between governor s an d 71 , 72-4 relationship between parent s an d 71 , 74-5 118 Index trams 101- advantages 24— life cycl e o f 22-5 , main principle s 1( meetings 25-7 , 10 motivation withi n need fo r balancin g o f individual' s needs within 25-7,5 need fo r difference s withi n Hi , 20, 2 negative aspect s selection o f new members 18-2 useful people to have in 21-2 working wit h 1(>-1 Times fahiralioiial Supfileitieiit 90, 91 Torrington, Dere k an d Weig h tman, Jane Wallace, Mik e and McMahon , Agnes Whitty, Geoff 88-9 Willis, Pau l women manager s 17 , working clas s Yule, Bil l 105 ... Executives in Education Forthcoming C H R I S T I N E PASCA L A N D PETER R I B B I N S : Headship in the Primary School Head of Department Principles in Practice ANNE GOL D Continuum Wellington... ma y include: developing a set of principles which underpin learnin g and teach ing; sharing that development with the rest of the department; ensurin g that the department' s aim s and principle... and professiona l development And the tas k itselfthe learning and teachin g of the subject- is introduced in this chapter when referring to the necessity of representing th e work of the department