Subject Leader Essay

Describe the roles of external professionals who may work with a school e.g. educational psychologist

The main role of a teacher/trainer should be to teach in a way which engages learners and actively engage learning during every lesson irrespective of the environment. In my position as IT manager at Barnsley College there are roles and responsibilities that are set to facilitate personal and organisational goals the same can be said for teaching and learning. As a teacher/trainer I will need to be able to adapt my style of teaching by being a friend, counsellor, mentor to ensure that my learners are

In this chapter, Fullan begins by maintaining that principals who are effective lead learners are necessarily also good managers, because they understand that having clear routines is essential for school improvement.” (57) He quotes from Viviane Robinson’s Student-Centered Leadership to both underscore the previous point and emphasize that successful principals take an active learning stance: “The principal who makes the biggest impact on learning is the one who attends to other matters as well, but, most important, ‘participates as a learner’ with teachers in helping move the school forward.” (58) Fullan also borrows from Helen Timperley’s work in responding to the question, Who is in a principal’s class? The principal’s class consists of “team leaders who in turn can leverage the learning of other teachers in their group”

1.1 The primary role of a teacher is to teach. They have to take into consideration the role in which they take to enable learners to learn.

2.1 Describe roles and responsibilities of school governors, senior management team, and other statutory roles (e.g. SENCO), teachers, support staff

A sense of order within the class can be managed by presenting lessons effectively and establishing positive relationships with pupils- based on mutual respect and rapport. I will, as a tutor, have to develop skills in managing behaviour and use a variety of tactics in order to develop an understanding of students individually and as a group. Hopefully, I will be able to combine that with the correct approach to planning, my approach, the resources to use in order to deal with barriers learners may have adopted towards learning and to maintain a good level of motivation.

Collective leadership’s influence on students is mainly related to the teacher’s work setting and motivation, however, it has a weaker effect on a teacher’s capacity.

Leadership is a process whereby a person influences a group of individuals to achieve a common goal. A principal is a vital position because it ultimately leads to student achievement. As a principal I must be a culture manager, change agent, community builder, and ethical leader in my school. Being an effective principal requires setting a clear vision and mission statement, providing shared leadership in the school so that collaboration and mutual decisions are happening daily, producing an environment that all students feel safe and secure in while learning, and many more other important duties that are student focused.

The schools SMT (sometimes known as Senior Leadership Team) works closely with the Head Teacher. In a primary school the team will usually consist of more experienced staff who have management positions (i.e. Deputy Head, SENCO and Foundation Stage Leader. In a secondary school it may also include a year group leader or subject area leaders. During their meetings which are held on a regular basis they discuss any arising issues and make decisions concerning implementation of the school improvement plan and the running of the school. It is also their duty to discuss how best to share this information with teachers and support staff.

In the changing business environment, leaders of all organisations may face unprecedented uncertainty, especially the technology advancement and changes among the employees. To survive and succeed, leaders should have some necessary attributes. Meanwhile, some changes for leadership skills have to be made to confront the challenges.

The leaders and managers are the pillars of any educational setting on which the success and failure of the setting depend. Before discussing the leadership and

Educational leadership has changed and evolved through the years as a result of dramatic changes in the school culture, student demographics, environment, science, technology, and economy. Given the complexity and unpredictability of the demanding challenges to educate all children, prospective school leaders may find it desirable to define their own beliefs about instructional supervision and evaluation as they prepare for the rigor of school leadership practice. While enacting supervision, a supervisor is guided by certain values, assumptions, beliefs, and opinions that support the purpose and process of supervision (Sergiovanni & Starratt, 2006). This can be described as the supervisor’s

According to the authors of this article (Donaldson, Marnik, Mackenzie, & Ackerman, 2009), principals need to concentrate on the development of skills and behaviors in order to be successful in motivating, leading, and changing the direction of a school. The successful principal understands that there exists a fine balance of caring for others and the need to accomplish specific tasks (Donaldson, Marnik, Mackenzie, & Ackerman, 2009).

When a collaborative conversation is initiated in the school setting between the teachers and the head administrators it is imperative for effective communication and trust to play major roles. The components of collaborative leadership are

Effective school leadership today must combine the traditional school leadership duties such as teacher evaluation, budgeting, scheduling, and facilities maintenance with a deep involvement with specific aspects of teaching and learning. Effective instructional leaders are intensely involved in curricular and instructional issues that directly affect student achievement (Cotton, 2003). The writer of this paper acknowledges that school principals should play the role of instructional leaders, not just a school manager. The reality is that are many demands on a principals time and management skills making it difficult for most of them to spend time in classrooms, when performing teacher evaluation. Principals often make sure that teachers