This review looks at key aspects of policy and practice relating to headteachers: their changing role; management of supply; recruitment; performance management; training and development.
Many of the policy documents and much of the recent literature talk about ‘leadership’ when discussing the role of headteachers and principals of schools. The word is also used when writing about other senior and middle managers. It is a way of showing the difference between what used to be expected of headteachers and what is expected of them now. They now have more responsibilities. As a result, they need different characteristics and a wider range of knowledge and skills.
'Leadership' is a generic term. It opens up the possibility of learning from the exercise of successful leadership in other organisations, particularly where improved performance is needed. Leadership, particularly by the headteacher, is important in promoting school improvement. Research has also identified the role of middle leaders, particularly heads of subject departments, in shaping the academic effectiveness of the school.
This review looks at key aspects of policy and practice relating to headteachers: their changing role; management of supply; recruitment; performance management; training and development.Download now
This edition of Successful School Leadership brings in the latest evidence and material to what has remained a popular publication. While the fundamentals of what drives successful school leadership remain the same, new evidence further supports the arguments put forward by Christopher Day and Pam Sammons back in 2016. The growing interest in system leadership that we have witnessed over the last five years also features in this edition, as does a reflection on the expanding body of international literature focused on school leadership in low-income contexts.
London schools continue to constitute an extraordinary ‘success story’. By common consent, the government school system in London achieves extremely good results compared to the rest of England, and students from disadvantaged backgrounds do particularly well.
This review examines a range of lesson observation frameworks designed for and used in the observation of teaching in mathematics.