Suchergebnisse

The Primary School Management (PRISM) project is a Ministry of Education, Science and Technology (MoEST) project funded by the Department for International Development (DFID) of the UK, and managed locally by the Centre for British Teachers (CFBT). The purpose of this study was to examine the operation of the Headteacher Support Groups (HTSGs). HTSGs have been and continue to be formed as a result of PRISM training, with the purpose of adding to the body of knowledge related to headteachers' management training and development. The study focused on five themes, namely, primary school management, impact on the school community's involvement, sustainability of headteachers' management and development, reducing poverty, and increasing economic prosperity. The study looked into the operation of twenty selected HTSGs representing ten districts selected from the following regions: ASAL, remote, coastal, pockets of poverty in an advantaged district and urban areas. Two HTSGs were studied in each district. The target groups were the Headteachers, Teachers' Zonal Inspectors, District Inspectors, Teachers Advisory Centre, Tutors, Chairpersons of School Committees and civic leaders. Data for the study was collected using interview schedules and focus group discussions (FGDS). The findings of this study show that there was poor representation of women in HTSGs. Frequent consultations between headteachers and respective communities on educational issues were taking place in schools. There was networking amongst headteachers. HTSGs have led to increased enrolment and completion rates in all districts studied, especially for girls; however, dropout rates remain high in many districts surveyed except for the ASAL districts. Communities in general still play very little role in administrative matters of the Primary Schools.

The final report can be found on the *Review of Key Stage 2 testing, assessment and accountability section of our Key Stage 2 review website (http://www.education.gov.uk/ks2review). The panel received nearly 4,000 online responses and about 100 written submissions, and took evidence directly from around 50 stakeholders, during a 12-week call for evidence. Lord Bew is a cross-bench peer, Professor of Irish Politics at Queen's University in Belfast, and a Member of Royal Irish Academy (MRIA). He was a historical adviser to the Saville Inquiry from 1998 to 2001. Membership of the panel in full is: •Lord Bew – chairman •Helen Clegg OBE – executive headteacher, Shiremoor Primary School, North Tyneside •Sally Coates – principal, Burlington Danes Academy, Hammersmith & Fulham •Kate Dethridge – headteacher, Churchend Primary School, Reading •Lubna Khan – headteacher, Berrymede Junior School in Ealing •Ruth Miskin – founder of Read-Write Inc. and former primary headteacher •Miriam Rosen – former executive director, Ofsted •Tim Sherriff – headteacher, Westfield Community School, Wigan •Greg Wallace – executive principal of Best Start Federation, Hackney •Representatives of Ofsted and Ofqual acted as observers.

Intro -- Schooling the Estate Kids -- TABLE OF CONTENTS -- ACKNOWLEDGEMENTS -- GLOSSARY -- PREFACE -- CHAPTER 1: INTRODUCTION -- CHAPTER 2: AN ESTATE OF MIND -- WHERE ARE WE? -- THE BUILT ENVIRONMENT -- POVERTY IN THE UK -- CHAPTER 3: I LIVE ON THE NEWINGTON ESTATE -- A COMMUNITY -- THREE FAMILIES: PAT'S, MILLIE'S AND GINA'S -- Pat's Family - Getting by and Coming Through with no Complaints -- Millie's Family - Head Down, Battle on -- Gina's Family - Struggling On -- FAMILY LIFE ON THE ESTATE -- CHAPTER 4: THE ECOLOGY OF A SCHOOL IN CHALLENGING CIRCUMSTANCES -- AN ESTATE SCHOOL -- A LITTLE BIT OF HISTORY -- PERIOD ONE: SOCIAL BACKGROUND AND HISTORY OF THE CONYNGHAMSCHOOL - THE DECENT, RESPECTED SECONDARY MODERN FROM 1963-1992 -- Mr S - Headteacher 1 -- Mr D - Headteacher 2 -- PERIOD TWO: THE CONYNGHAM SCHOOL - EXPOSURE, COMPARISON,MARKETS AND DOWNWARD PRESSURES 1993-1999 -- Mr B - Headteacher 3 -- ENDNOTE -- CHAPTER 5: THE WORST SCHOOL IN ENGLAND - WHOSE FAULT? -- INTRODUCTION -- OVERVIEW OF THE PERIOD -- Mr K - Headteacher 3 -- Mrs G - Headteacher 4 -- Mr N - Headteacher 5 -- ENDNOTE -- CHAPTER 6: SCHOOL IMPROVEMENT AND BLOOD ON THE TRACKS -- INTRODUCTION -- THE DIAGNOSIS -- THE TEAM AND THE PLAN -- THE TREATMENT -- INSPECTORS AND MONITORING -- STAFF COMPETENCE AND THREATS OF DISMISSAL -- EXIT FROM THE RAMSGATE SCHOO -- ENDNOTE -- CHAPTER 7: THE ACADEMY - VISION, PRINCIPLES, STRUCTURES AND ETHOS OF A NEW BEGINNING -- THE PHOENIX SYNDROME -- THE BUILDING -- THE ACADEMY PLAN AND THE NATIONAL PICTURE -- THE TRANSITION TO BEING AN ACADEMY -- THE INSPIRATION -- THE VALUES OF THE MARLOWE ACADEMY -- THE NEWINGTON PHEONIX -- CHAPTER 8: THE MARLOWE ACADEMY - ACTION, REACTION AND IMPACT -- A NEW CULTURE AND ANOTHER NEW BEGINNING -- THE FIRST YEAR -- THE ATMOSPHERE AND RELATIONSHIPS -- ASSEMBLIES, COHESION AND LEARNING -- STAFF AND STAFFING.

The purpose of this study was to determine the influence of headteacher

In the global context of deepening social and political divisions and at a time of growing forced displacement of people due to conflict, there is an ever increasing need for educators and school leaders to understand issues relating to equality and diversity with respect to themselves and the students with whom they work. In particular, the intersecting characteristics that make up individual and collective identities simultaneously afford opportunities and inflict oppressions depending on circumstances and context. This paper focuses on a theorisation of intersectionality as simultaneity through an analysis of linguistic exchanges as they reveal fluctuations of empowerment and disempowerment in the context of culturally and linguistically responsive school leadership. It draws on research findings from the English case as part of an international comparative project focused on Black women principals' experiences of leading schools in England, South Africa and the United States of America. It reports an account of a British Pakistani Muslim woman's experience of school leadership as she negotiated a discussion of institutional racism in a school serving a multi-ethnic population of students. Using Bourdieu's linguistic concepts, I argue that a fine grained analysis of a series of reported linguistic exchanges with multiple stakeholders reveals how various members of the school community accepted or resisted her authority to use official language. There is no guarantee that linguistic habitus will convert into linguistic capital. Moreover, I argue that educators and school leaders need to understand intersectionality as simultaneity so they can navigate identity, institutional and social practices in relation to school leadership and the education of minoritised students.

The role of the primary school headteacher has evolved and current changes to the leadership landscape are influential in shaping this further, altering expectations of what it means to be an effective headteacher. This now includes being an effective system leader. This thesis explores the leadership qualities and practices needed by a primary headteacher to be an effective system leader. The study is carried out in seven large rural local authorities in England. It is a qualitative research study based on in-depth semi-structured interviews with 12 headteachers who are system leaders in the primary phase. Their specific roles are either as a national leader of education (NLE) and director of a teaching school alliance (TSA) or an executive headteacher. Effective school leadership is defined with reference to research related to the concept of learning-centred leadership. The leadership qualities and practices identified here are considered alongside emerging research into system leadership and form the background to this research. The responses from the telephone semi-structured interviews with the headteachers are submitted to thematic analysis which leads to the development of two models. One represents the connections between five leadership qualities following theme mapping and the other provides a framework for 12 leadership practices derived from network analysis. Although these are considered separately, the analysis of the findings draws links between the two models when appropriate. The findings reveal leadership practices that the primary headteachers employ specifically as part of their role as a system leader such as building 'home' school capacity, coaching and mentoring staff into leadership roles and establishing systems and structures in other schools. Recommendations relate to government policy on aspects of system leadership and the professional development of headteachers as system leaders in the primary phase that will support their development practically, intellectually and personally.

Coalition government policies have put into question the role of local authorities in a 'self-improving school system'. In a number of local authorities new authority-wide partnership bodies are being set up involving all local schools, including academies, and controlled by headteachers. This article begins with an analysis of the new partnerships, differentiating their functions and the education policy leadership roles of headteacher-led and local authority-led partnerships. It then examines as a case study the evolution of a new partnership in Birmingham from the initial model proposed by the local authority through to the emergence of a headteacher-initiated model. The article proposes an analytical framework for the new partnerships, situating them in the wider theoretical context of network governance and the role of the state in local government theory and policy. It concludes with a discussion of the questions of educational principle about agency and purpose in local education policymaking which the new partnership developments raise. © The Author(s) 2014.