School leaders were of the opinion that some staff There was some criticism of the current narrowness
might have to be retrained, for example to use of initial teacher education with its lack of
new ICT tools, on Assessment for Learning emphasis on the professional skills of designing
principles and techniques, and on active and and facilitating imaginative learning experiences
collaborative learning strategies. One educational and assessing outcomes to support personalisation.
body suggested using the new Masters in Teaching Neither is it providing the range of skills to enable
and Learning to ‘improve the ICT skills of the staff to function flexibly and effectively across a
profession and to enable some teachers to range of roles.
specialise in new technologies’. Teachers will need
to have a deeper understanding of learning Some education advisers and consultants were
methodologies and how to match these effectively concerned about the quality of school leadership.
to pupil learning needs. Becoming skilled and Head teachers themselves felt that their teams
confident as facilitators will require some staff to would benefit from training, for example on
shift mindset as well as change their strategies. An managing change, implementing new models of
expansion of the exchange of ideas and practice leadership and how to best develop the multi-
between schools was also viewed as essential. agency approach that the Children’s Plan and Every
Child Matters demand. Head teachers would also
like to see ‘strong society leaders who are willing to
‘The key issue is the change of visit schools and enrich pupils’ experiences’.
attitude by teachers from purveyors
of knowledge to facilitators of
learning where the needs of
[students] and their rights to develop Insights from practice
as autonomous learners are given
credence and respected.’ University At the seminars, educators acknowledged that
schools leaders are not always sufficiently
knowledgeable about technology and what it
can make possible. But they want to be in
Insights from practice control. They felt that when schools or school
leaders do make decisions for themselves, the
At the seminars, industry and education hardware and software do get used. Schools
agreed that the prevailing model of are now more open about learning from each
continuing professional development (CPD) is other. Heads are in regular dialogue and
too limiting. School leaders gave examples of exchange experiences and recommendations
training sessions held out of hours to which about suppliers and products. Local authorities
they and their staff readily commit. This are encouraging clusters and consortia.
approach offers a more flexible way to
address the needs and responsibilities of a Industry wondered about the coverage of the
proper profession. It would require a culture issues discussed at the seminars in National
change in a sector that has become fixed on Professional Qualification for Headship
hours-based contracts. (NPQH). It was proposed that connections
with the industry might be incorporated with
other National College of School Leadership
Suppliers expressed the need to boost professional (NCSL) programmes such as the BSF
development in schools to enable more leadership programme and the Bursar
comprehensive and effective use of software and programme. Industry also questioned whether
hardware, and more confident use of specific ‘real- school leaders are sufficiently competent in
world’ technologies, in areas such as design and project management, resource management
technology. One commented that teachers at the and change management.
moment seem ‘stressed and stretched’.
39
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