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.

Monitoring and Evaluating Progress

Monitoring and evaluating progress

Learning Outcomes of This Chapter

By the end of this chapter you should be able to:

  • recognize the importance of monitoring progress
  • understand the key indicators of progress
  • articulate the key issues in effective monitoring

‘Getting There’: Monitoring Progress

The preceding three chapters have focused on locating the school in terms of its current position relative to expectations, setting appropriate targets for improvement based upon the potential of staff and pupils and identifying potential strategies for successfully achieving those targets. Ultimately this chapter will address two key questions within the change process:

  • Are we getting there?
  • Are we there yet?

In the previous chapter the importance of targets was emphasized – they provide an all-important sense of direction because, if you don't know where you ...

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