The development of the National College for School
Leadership was in response to the changing demands of
the role of the head teacher. Through the 1990s, the
delegation of budgets to schools, the increase in the
number of staff as teaching assistants were increasingly
employed, the need to bid for funds to take part in some
of the potential initiatives, and various other external
pressures had a significant impact on the nature of the
role of the head teacher, but also on the other senior
managers in the team. These changes placed
considerable pressures on heads, and the task is now a
very much broader one than it was even as recently as
the 1980s. The situation is further complicated by new
pressures on schools to work together in federations, to
become foundation schools and as a result to be
technically more loosely connected to the local authority.
A significant development over the past decade has been
a recognition that identifying quality, and the evaluation
process itself, are worthwhile and can have a significant
impact on practice. Rather than relying on the external
measurement and perception of inspectors, schools have
been encouraged to work through a process of self-
evaluation. This has led to a model of evidence-based
processes that can be shared across the institution and
also with others. Processes of school improvement
planning have enhanced this activity, involving governors
and local authorities as well as school personnel. From a
BESA perspective, all members agree to a code of
practice, identifying safety, quality and value for money
as key.
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