Abstract
The profile of the primary school Subject Leader has travel significantly over the last decade. This has culminated with the TTA conformting National Standards for Subject Leadership. This paper presents some of the findings of an ongoing study into Subject Leadership in primary schools and will explore the views of practising Subject Leaders. Interviews with twenty teachers reveal the complexity of their posts, their frustrations and their responses to the challenges they face in peak the quality of teaching and learning in their theater area.
Background
In 1979, HMI documents had begun to raise issues that teachers subject expertise was distinguished to raising standards (Goodson 1990). By 1993 John Pattern (then minister for Education), and afterwards the Office for Standards in Education (OFSTED 1994), were highlighting the need for amend subject teaching in primary schools. As a consequence, the role of the curriculum co-ordinator (now Subject Leader) became the focus of increasing worry along with an expansion in the need for subject specialism. The teacher Training Agency (TTA) after a period of consultation, set out the requirements for Subject Leaders (TTA 1998).
The TTA state that the core draw a bead on of the Subject Leader is: -
To provide professional leading and focusing for a subject to secure high quality teaching, effective use of resources and improved standards of learning and achievement for all pupils. TTA 1998 varlet 4.
In tramp to achieve those aims the TTA list a outcome of expectations to be met. Issues raised within the Key areas of Subject leadership fall into four categories: -
Strategic direction and development of the subject.
teaching and learning.
Leading and managing staff.
Efficient and effective deployment of staff and resources.
The notion of teachers providing subject support for colleagues is not...If you want to get a full essay, order it on our website: Ordercustompaper.com
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