The focus of teacher training is shifting away from specialized subject knowledge and towards the development of transferable skills that can be employed in coordinating any area of the primary curriculum. This book examines the management and leadership techniques that trainees and practising teachers need in order to become subject consultants or effective members of a senior management team. With an emphasis on the practical techniques and strategies of curriculum management, the book also deals with the theoretical, practical and technological issues facing teachers as they create and manage curricula. Drawing on their considerable experience, the authors guide readers through:- establishing a direction- working with resources- leading and motivating colleagues. This book is an essential resource for trainees and teachers at every level as they confront the rapidly shifting demands of their profession. Mark Brundrett is a Senior Research Consultant at the Centre for Educational Leadership at the University of Manchester. Previously, he taught in secondary, middle and primary schools and was a headteacher for five years. He has also taught at several higher education institutions and was Professor of Educational Leadership at the University of Hull. Neil Burton is currently the MA Education Programme leader at De Montford University, Bedford, where he also teaches on undergraduate and postgraduate initial teacher training courses. He has worked in senior positions in primary and secondary schools, advised on primary science and technology in a large Local Educaiton Authority, and taught on MBA and EdD programmes at various universities.
Chapter 10: Human Resources: Leading and Managing to Improve Performance
Human Resources: Leading and Managing to Improve Performance
Learning Outcomes of This Chapter
By the end of this chapter you should be able to:
- recognize the key features of the ‘learning organization’
- understand the importance of motivation and teamwork in leading staff
- recognize and articulate the implications of national initiatives such as performance management workforce remodelling
The Learning Organization
Following the work of writers such as Senge (1990), Hopkins et al. (1994; 1997) and Hadfield et al. (2002), the notion of ‘the learning organization’ has been a seminal influence on the aspirations of educational organizations in leading and managing staff. Within this notion leaders aspire to go beyond the concept of staff operating as effective autonomous practitioners to a systemic commitment to learning that ...