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 2: The Effective Classroom Practitioner
The Effective Classroom Practitioner
Learning Outcomes of This Chapter
By the end of this chapter you should be able to:
- recognize the transferable skills that can be brought to the role of middle leader
- understand the importance of medium-term planning, lesson planning, implementation, and exposition of the curriculum
- describe and analyse the issues associated with behaviour management, evaluation, target-setting, planning for differentiation and diversity, and classroom resource management
In the previous chapter the model of the effective classroom practitioner was outlined as the basis for development towards subject leadership. Many of the skills developed by teachers as a result of teaching classes of children can be transferred to school management and leadership contexts. This chapter explores the potential of some of these teacher-developed skills and looks ...