Read e-book online The Developing School (School Development and the Management PDF

By Peter Holly

ISBN-10: 0203974301

ISBN-13: 9780203974308

ISBN-10: 1850004846

ISBN-13: 9781850004844

ISBN-10: 1850004854

ISBN-13: 9781850004851

This publication presents useful instructions and a framework for academics as they fight to advance their colleges. The authors underpin the framework with insights, observations and findings from school-based researchers and builders and utilize the responses and emotions of academics. management, the administration of curriculum swap and INSET for improvement are lined and case experiences incorporated.

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Additional resources for The Developing School (School Development and the Management of Change Series)

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The Developing School lives the tensions between systematic and non-systematic approaches, between the rational and the non-rational and between organizational and more individualistic orientations and, in so doing, resolves the tensions in as productive a manner as possible. As Holly (1985) has argued, school development is a ‘package deal’ involving the integration of various ‘building-blocks’. As Goodlad (1987) maintained, 26 THE DEVELOPING SCHOOL Efforts at improvement must encompass the school as a system of interacting parts, each affecting the others.

One outcome of this line of thinking is that leadership can become equated with headship. It is very convenient to pile up all the responsibilities and expectations onto one person. It is also both simplistic and uncomfortable. Does ‘successful’ head mean successful school? And does failure to develop a school mean a failing head? In 50 THE DEVELOPING SCHOOL truth, neither question is proper. As organizations primary schools are far too complex and intricate to allow such a crude equation of development and leadership to be tenable.

Primary School Heads As Leaders During the 1970s and 1980s there was quite a lot of work conducted into the role and work of primary school heads. This section will attempt to present some of the ideas and findings. Primary heads undoubtedly feel that the school is ‘theirs’ and that they are responsible for all that happens therein (Coulson, 1976). Consequently heads expect to determine the underlying philosophy for the school and shape the school according to their beliefs. Recent work into primary school staff relationships (Nias et al, 1989) confirms this outlook.

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The Developing School (School Development and the Management of Change Series) by Peter Holly

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