Download e-book for iPad: Managing External Relations in Schools: A Practical Guide by N. Foskett

By N. Foskett

ISBN-10: 0203313763

ISBN-13: 9780203313763

ISBN-10: 0415068339

ISBN-13: 9780415068338

ISBN-10: 0415068347

ISBN-13: 9780415068345

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Additional resources for Managing External Relations in Schools: A Practical Guide (Educational Management)

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In applications for headship, one LEA asked for a 200-word definition of a rounded education. Requests of this kind are difficult for all of us because we assume a common understanding among all colleagues of the purposes of our daily teaching. An attempt at definition becomes as all-embracing and cliché-ridden as the average set of school aims—and I have composed a few of those. What is ‘the quality’, that we seek in our education service—and where do we look for a standard or an evaluation of our own efforts?

The concept of partnership will require a different approach from some well-established headteachers familiar with the traditional model of headship, where the professional leader is the effective decisionmaker with the governing body having only limited and largely formal powers. Williams distinguishes ‘on the bridge’ headteachers from ‘team leaders’ and suggests that the former will face problems in adjusting to the new reality. ‘The tradition of the “great person” as head of a school in an isolated, commanding position is demonstrably unreal and obsolete in the practice of managing schools’ (William 1989:26).

It is arguable that the task force, and the more neutral role of regional co-ordinators, has acted as the necessary catalyst to get development work activated. The limited funding of £60,000 over two years for each consortium would not have been a sufficient attraction in itself. There is a willingness to work together. Basically, I believe that LEAs were interested in taking part for the same reasons as headteachers wish to get together periodically. Some LEAs are well ahead in their own thinking in part of the four areas identified for projects, but, large or small, ahead or still at the starting blocks, LEAs were anxious to know what was going on elsewhere and to compare that with their own individual progress.

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Managing External Relations in Schools: A Practical Guide (Educational Management) by N. Foskett

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