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 5: Middle Leaders Managing Change
Middle Leaders Managing Change
Learning Outcomes of This Chapter
By the end of this chapter you should be able to:
- understand more about the nature of change, especially in the context of schools
- recognize the key notions connected with working within a development or improvement plan
- distinguish between action-planning and target-setting and be able to reflect on their importance in school development and improvement
Change: The One Constant
In the broad historical sweep of cultural development it is one of the greatest of ironies that the tendency for systems to change has been seen as one of the few constants. Such notions predate our modern concerns and the acceptance of mutability can be observed in the philosophical tradition dating back to the Ancient Greeks. Nonetheless, there is a ...