Unit+1+2010

From Craig B "The task has to be looked at in relation to our own moral, political and educational values and I think we probably need to share what those are and look for commonality - so we can find agreement about the professional actions.-my ideas in no particular order:

inclusion / equality school ethos underpinned by a strong moral code and ethical values that are agreed on and focussed on strong ethos around teaching and learning and the development of a professional discourse that focusses on self development and critical reflection distributive leadership open and transparent management staff vaued as a centrally important resource and respected and valued as people high trust and low defensive teams to promote cohesiveness and problem solving social democrat leanings - education is a vital public good and not a commodity that is open to free market pressure or particular ideologies that aren't balanced and centrist ?? (not sure if that says what I want it to mean)

I also note that the task needs to focus on the context of now and the future.

The now is interesting as it would seem that the centralised bureacracy of SEED and Education authorities and the "excellence" phase common in current western education systems is based on a mangerialist approach and a desire for shool improvement based on specific policies and measures e.g. (HGIOS) and on forced compliance with HMIe policies and views of what is good. School structures are conservative, rigid and the control of what happens is based on Authority interpretation of govt policies and the management of schools to maintain fiscal neutrality in a recession. HT seem to have limited authority and little room to move in the employment environment controlled via the basic McCrone agreement ,local school based negotiating committees and defined working hours and commitments. COSLA hates teachers as do council employees who don't enjoy the same pay or status. To this environment is born a brave new baby CfE - but how can it prosper in such a hostile environment??

So the future professional obligations are going to relate to the struggle to make the CfE vision real and make schools modern, relevant, innovative and progressive."

May be of interest []

Values: · Good relationships are at the heart of a good school – built through creating an environment that is open, understanding, supporting and caring. · Create a culture of continuous improvement and celebration of success · Distributed leadership – staff taking ownership and being involved in improvement plans. · Building capacity for improvement through staff development – where HT/SMT see themselves as teacher and learner
 * Moral**

· Bureaucracy encourages staff to look to management for ideas and discourage personal initiative and responsibility – LEA’s have improved over the years but to what extent do HT’s have autonomy over what they do?. Positive relationships with those at authority level are key to achieving greater autonomy and support. · Formation of policies across LEA must be influenced by those who implement it…to what extent? · To encourage participation and collaboration in decision making through a process of consultation and communication. · Building alliances and coalitions like a spiders web…directing support and encouragement, consultation, change and feeding back the //real// thoughts of staff.
 * Political**

· Young people should lie at the heart of everything we do. · Understanding contextual factors affecting schools – socio economic, attitudes etc…and how to utilise these to a schools advantage. · Increase capacity for change by ensuring that improvements in learning and teaching are the central focus – allowing staff to see the benefits/bringing them on-board
 * Educational**

On the ‘now’, to a certain extent I agree with Craig…there are bureaucratic constraints within the system although these have improved over the years since the Jack McConnell days. Educational reform where schools lead their communities – decentralised leadership. The constraints Craig talks about through this managerial approach and the hierarchical make up of relations between SEED, HMIE, LEAs and Universities etc…certainly echoes my opinion although cfe may bring hope. Yes there are many, many current criticisms on the manner of its introduction and I for one agree with most but if those within the hierarchical structure of education get this right…I want to remain, cautiously optimistic I think.

The future brings possibilities but all tied together with the external pressures as they always have. Schools are getting better, well the one I’m in anyway. We are driving forward with sustained improvements but the pressures are evident. And how do we measure such sustained improvements (just read an interesting chapter from The Intelligent School). Greater support, clarification and consultation etc etc…is what we need and I’d like to think we’ll get it. We’d bloody better or the whole thing is going to fall flat on it’s a.

I gave a shot at laying out my values although probably not categorised under the correct headings nor complete but it’s a start.

These professional obligations of a HT is certainly a huge area but like the image you have Ian I think we need to start with broad categories and branch out from there. Categories like stakeholders (with all the pressures this entails), the individual (the HT), the School (its environment), the Standard for Headship (the journey), the Now and Future…just throwing things out there to see what you guys think…answers on a postcard too…

Craig G
 * Professional Obligations of a Headteacher**

· Bright, clear and eye catching · Variety of perspectives · Reflect our moral, political and educational values · Should be linked to the responsibilities of headship – the standard? · Should reflect current and future contexts
 * Task**

· ** 3.4.1 Lead and manage learning and teaching ** · ** 3.4.2 Lead and develop people ** · ** 3.4.3 Lead change and improvement ** · ** 3.4.4 Use resources effectively ** · ** 3.4.5 Build community **
 * The Standard**

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Howard Gardner Five Minds for the Future
On Multiple Intellegence theory From []# media type="custom" key="6892849"