It is known that the work of headteachers is demanding. Observation, diaries and logs completed b... more It is known that the work of headteachers is demanding. Observation, diaries and logs completed by headteachers show a relentless, complex and emotionally demanding workload. What can be learned about headship from how new headteachers spend their time, and perhaps as importantly, what can new headteachers themselves learn? This article draws upon data, including that derived from observation, from a small-scale qualitative study of new headteachers in large cities, funded by the English National College for School Leadership. It examines how headteachers spend their days, the challenges faced and the value of being observed. It argues that the learning about leaders and leadership from observation has been considerable. A new observational classification is out-lined. An analysis of the headteachers ’ day provided insights into the things that mattered most, the challenges currently faced and how they were acting as learning-centred leaders. The other main form of learning from obs...
Finding time is frequently noted by school staff as a barrier preventing them from taking up prof... more Finding time is frequently noted by school staff as a barrier preventing them from taking up professional development opportunities. How schools use time for development purposes is key and research has consistently shown that such use is variable and time not always used well.
Why is it that, despite the considerable outlay in time and resource, professional development co... more Why is it that, despite the considerable outlay in time and resource, professional development continues to have limited effect? Sara Bubb responds to this challenge by providing a dynamic model which promises to bring about real improvement for staff and, especially, for pupils.
This document reflects the framework of professional standards for teachers that came into effect... more This document reflects the framework of professional standards for teachers that came into effect from September 2012 (revised June 2013) and the statutory guidance (revised in December 2016) by the DfE in document. NQTs must meet the standards for induction by the end of their induction period. Successful induction following QTS is the bridge between teacher training and a career in teaching and is obligatory for teachers in maintained schools in England and Wales. Although the period of formal induction is not obligatory for independent schools, it is part of the further professional development of NQTs and as such we require staff to undertake the induction in line with national arrangements.
The Training and Development Agency for Schools (TDA) commissioned research to inform different a... more The Training and Development Agency for Schools (TDA) commissioned research to inform different aspects of its role in relation to school workforce development. The most recent projects are summarised in Table 1. The aim of this paper is to present in a summary form the main findings from these commissioned research projects. In so doing we hope to gain a better understanding of the current knowledge base concerning staff development, which should in turn be able to inform and guide the TDA as it moves into its next phase of development and implements the Children’s Workforce Development strategy. The main research findings are presented under the following headings:
It is known that the work of headteachers is demanding. Observation, diaries and logs completed b... more It is known that the work of headteachers is demanding. Observation, diaries and logs completed by headteachers show a relentless, complex and emotionally demanding workload. What can be learned about headship from how new headteachers spend their time, and perhaps as importantly, what can new headteachers themselves learn? This article draws upon data, including that derived from observation, from a small-scale qualitative study of new headteachers in large cities, funded by the English National College for School Leadership. It examines how headteachers spend their days, the challenges faced and the value of being observed. It argues that the learning about leaders and leadership from observation has been considerable. A new observational classification is out-lined. An analysis of the headteachers ’ day provided insights into the things that mattered most, the challenges currently faced and how they were acting as learning-centred leaders. The other main form of learning from obs...
Finding time is frequently noted by school staff as a barrier preventing them from taking up prof... more Finding time is frequently noted by school staff as a barrier preventing them from taking up professional development opportunities. How schools use time for development purposes is key and research has consistently shown that such use is variable and time not always used well.
Why is it that, despite the considerable outlay in time and resource, professional development co... more Why is it that, despite the considerable outlay in time and resource, professional development continues to have limited effect? Sara Bubb responds to this challenge by providing a dynamic model which promises to bring about real improvement for staff and, especially, for pupils.
This document reflects the framework of professional standards for teachers that came into effect... more This document reflects the framework of professional standards for teachers that came into effect from September 2012 (revised June 2013) and the statutory guidance (revised in December 2016) by the DfE in document. NQTs must meet the standards for induction by the end of their induction period. Successful induction following QTS is the bridge between teacher training and a career in teaching and is obligatory for teachers in maintained schools in England and Wales. Although the period of formal induction is not obligatory for independent schools, it is part of the further professional development of NQTs and as such we require staff to undertake the induction in line with national arrangements.
The Training and Development Agency for Schools (TDA) commissioned research to inform different a... more The Training and Development Agency for Schools (TDA) commissioned research to inform different aspects of its role in relation to school workforce development. The most recent projects are summarised in Table 1. The aim of this paper is to present in a summary form the main findings from these commissioned research projects. In so doing we hope to gain a better understanding of the current knowledge base concerning staff development, which should in turn be able to inform and guide the TDA as it moves into its next phase of development and implements the Children’s Workforce Development strategy. The main research findings are presented under the following headings:
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