School
Leadership: challenges and solutions
According to a
report published recently, schools are facing a "demographic time-bomb"
in leadership. Growing Tomorrow's School Leaders - The Challenge,
published by the National College for School Leadership, outlines
the potential crisis facing schools in England. It states that 45%
of school leaders in England are over 50, and more than 50% of current
teachers are over 45. The report says that it is not too late to
avert a pending crisis and sets out a number of recommendations
to support staff development and nurture future leaders.
Read the report:
www.ncsl.org.uk/researchpublications
The National College
for School Leadership offers a number of leadership development
programs, including the new Leading from the Middle. This program
is aimed at subject leaders within schools. The teachers follow
a program within the school and online with the college, with a
senior member of staff as a coach.
More information:
http:/www.ncsl.org.uk/
The Scottish Executive
Education Department (SEED) has published Continuing Professional
Development for Educational Leaders, which outlines qualities
and functions relating to different responsibilities in education.
Download the file at:
www.scotland.gov.uk/library5/education/cpdel.pdf
The Office for Standards
in Education (Ofsted) has published Leadership and Management:
managing the school workforce. This report highlights the importance
of managing the culture and ethos of a school, providing a good
working environment, managing workloads, providing appropriate staff
development opportunities and introducing change with sensitivity.
Read a press release
and link to the the full report:
www.ofsted.gov.uk/news/index.cfm?fuseaction=news.details&id=1512
(Sources: NGfL
Scotland bulletins)
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Integrated
Community Schools
The Scottish Executive
Education Department (SEED) has published a report on the progress
of the Integrated Community Schools pilot program involving 170
schools. Researchers found that integrated services for young people
had significant benefits, including increased support for "at risk"
children, a greater range of out of school activities, and stimulation
of parental and student involvement in school work.
Read more at:
www.scotland.gov.uk/pages/news/2003/08/SEED281.aspx
Insight 7: Key Findings from the National Evaluation of
the New Community Schools Pilot Programme in Scotland:
www.scotland.gov.uk/library5/education/ins7-00.asp
(Source: NGfL Scotland
bulletin 08/03)
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Specialist
Schools: turning around failing schools in the community
The number of
specialist schools in England is expanding with the goal of raising
standards in schools in the most disadvantaged areas.
Comprehensive
(non-selective) schools can apply for specialist status. They have
to raise £50,000/$91,000* from the local community (usually involving
local business). If successful, they receive a one-time grant of
£100,000/$182,000 and an extra £126/$229.32 per student over four
years.
Specialist schools
focus on one area such as technology, sports, arts, language or
business. The school building is open longer as a "community facility"
(7.30 am - 5 pm). The schools must re-bid for their specialist status
every four years through the Department for Education and Skills
to prove that standards have been maintained.
Currently there
are almost 1,500 specialist schools in England and it is predicted
that there will be 2,000 by 2006. Studies indicate that they are
raising standards, and students are staying on beyond compulsory
schooling, in schools which were failing in disadvantaged communities.
Read more at:
www.teachernet.gov.uk/educationoverview/briefing/topics/specialistschools/
* conversion rate
for February 2004: $1.82 = 1GBP
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Radical
Proposals for School Inpsections
The Office for
Standards in Education (OFSTED) is proposing radical new measures
to overhaul the system of school inspection in England.
The proposals
include:
- shortening
the advance notice schools are given to 2 or 3 days
- reducing
the inspection to one week with a smaller inspection team
- inspecting
targeted subjects rather than an entire curriculum
- producing
a much shorter report
- increasing
the regularity of inspections
OFSTED was established
in 1992. It is a non-ministerial government department, independent
from the Department for Education and Skills. Its remit is to improve
standards of achievement and quality of education through regular
independent inspection, public reporting and informed independent
advice.
At present schools
receive between 6-10 weeks notice of an inspection. Inspection of
large high school can last up to 80 days. Inspections are carried
out every 4-6 years in all subjects and produce a report that is
40-80 pages long.
OFSTED claims
the changes will produce a more accurate picture of a school, saying
that, under the current system, some schools undertake cosmetic
changes to try and hide their weaknesses.
The proposed
changes are generally welcomed by head teachers, although concern
has been expressed that the shorter reports might not provide enough
depth.
Unions have
expressed concern that the short notice, and increased frequency
of inspection, will place teachers under intense pressure. (OFSTED
feels the current system of a longer advance notice places a greater
strain on schools.)
OFSTED hopes
the proposed changes will reduce bureaucracy and alleviate the pressure
of the current inspection system, allowing inspectors to provide
more regular and meaningful advice to schools, and more accurate
information on schools for parents.
The proposals
will require legislation to take effect. If passed, the new system
could be in place by September 2005.
Read more on
The Future of Inspection: www.ofsted.gov.uk/news/index.cfm?fuseaction=news.details&id=1523
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Early
Childhood Education: policy framework
The latest issue
of Early Years Matters reports on presentations given
at the Scottish ministerial launch of Early Learning, Forward
Thinking: The Policy
Framework for ICT in Early Years. There are also conference
abstracts from last
September’s EECERA (European Early Childhood Education Research
Association) Professional Day for Practitioners. Key themes from
the
day included children’s voices, children and families, relationships,
learning dispositions, rights and responsibilities and ICT in early
years
education.
Read more at:
www.ltscotland.org.uk/earlyyearsmatters/index.asp
The Government
in England launched its consulation (green) paper last September
entitled Every Child Matters. It focuses on promoting the well-being,
improving outcomes and developing the full potential of all young
children and their families.
Read more at:
www.dfes.gov.uk/everychildmatters/
(Source: NGfL
Scotland bulletin 10/31/03)
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New
Publication on Citizenship Education
The British
Council in the UK has produced a new booklet on citizenship and
human rights education - developments and resources in the UK. The
booklet includes an overview of recent developments in England,
Northern Ireland, Scotland and Wales, plus a directory of the main
UK organizations involved in promoting or producing materials for
the subject.
Read Citizenship
education and human rights education: An overview of recent developments
in the UK: www.britishcouncil.org/governance/index.htm
The Qualifications
and Curriculum Authority has published guidance materials to
assist in the teaching of Citizenship. The QCA website also features
a new
glossary of Citizenship terms and key words.
Read more: www.qca.org.uk/ages3-14/subjects/citizenship.html
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Global
Gateway: international website for schools
The Secretary
of State for Education in England launched the Global Gateway, a
new international website for schools, in February. The website
is a "one-stop shop" providing quick access to comprehensive
and quality-assured information on how to develop an international
dimension to education. It will enable
- schools to
find links and engage in creative partnerships
- teachers
to access information on funding projects
- students
to work together on curriculum partnerships.
The initiative
is funded by the Department for Education and Skills (DfES) in England
and has been developed by the British Council. The Education Department
in the USA signed on as the project's first strategic international
partner, and many other countries are involved.
The Global Gateway
provides access to 400 accredited websites leading onto at least
1500 further links. It is planned that all UK schools will use the
site regularly by February 2005 with the aim of extending and sustaining
international links and raising school standards by developing global
aspects of their curriculum.
View more at:
www.globalgateway.org.uk
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