By Kit Field
This publication highlights matters which underpin the pro features of latest and aspiring topic leaders. The content material is designed to construct at the abilities, wisdom, knowing and attributes which serving Heads of division and topic co-ordinators already own. Sections are supplied on: *essential wisdom and knowing for the position *strategic making plans and improvement *monitoring and comparing instructing and studying *leading and coping with employees to elevate success. The emphasis all through is on corresponding with the nationwide criteria set through the instructor education organization. via concentrated actions the publication goals to set demanding situations in functional contexts and to aid topic leaders to plot forward and enhance topic provision so that it will elevate criteria.
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Additional resources for Effective Subject Leadership
Basic knowledge, such as the cost and availability of equipment, is essential. The decision to purchase or not must be founded on knowledge—the leader needs to distinguish between the useful and the gimmick, the potential effectiveness and efficiency and, of course, how to use the equipment. The optimal use of resources is, therefore, the responsibility of the subject leader. This will inevitably relate to existing staff expertise and, as a resource to all team members, the subject leader must consider the need for and implications of staff training.
The knowledge base is dynamic and not static. Different models of leadership exist, as Goulding et al. (1984) explain. Some leaders opt to consult, investigate and develop a subject-framework collaboratively. Others impose a structure. At either extreme, part of the subject leader’s role is to effect ‘policy, values and philosophy through collective organisational action’ (Dennison and Shenton 1987, p. 51). Knowing the subject, the team and the school are all therefore essential components. Knowledge is not the only prerequisite for successful leadership.
Relying purely on experiential learning, or learning by osmosis, will not guarantee equal levels of validity, reliability and objectivity. Essential knowledge and understanding 17 DECISION KNOWLEDGE Packwood’s (1984) case study of introducing staff responsibility for subject development in a junior school throws up an interesting disagreement between teachers and headteachers. Teachers concluded that subject leaders did not require specialist knowledge of the subject, but do need to consider how knowledge is applied.
Effective Subject Leadership by Kit Field