ABSTRACT

This book covers all aspects of the roles and responsibilities of middle managers in all types of schools and is divided into two parts. Part 1 is based on all the elements contained in the National Standards for Subject Leaders, published by the Teacher Training Agency. Part 2 complements this, covering the practical aspects, including checklists and training exercises, for the professional development of middle managers and their teams. By covering the generic issues of middle management, the book can be used in primary, secondary and special schools, by heads of department, subject coordinators and by those aspiring to such positions.
Senior managers should find value in the book in establishing agreed roles for their middle managers, and for use in school-based in-service training. The scarcity of existing publications in the area of middle management in schools means that the book should also be of value to others involved in the training and development of existing and aspiring middle managers.

chapter |4 pages

Introduction

part |2 pages

Part 1

chapter |4 pages

School Improvement Strategies

chapter |1 pages

Leadership and Management Areas

chapter |10 pages

Level Descriptions

chapter 4|2 pages

RESOURCE MANAGEMENT

chapter 7|1 pages

ROUTINE ADMINISTRATIVE PROCEDURES

chapter |3 pages

Health and Safety Records

chapter |1 pages

School Administrative Procedures

part |2 pages

Part 2

chapter |1 pages

LEADERSHIP

chapter |1 pages

Planning Processes

chapter |3 pages

DEVELOPMENT PLANNING BY

DEPARTMENT/SUBJECT/YEAR GROUP/ KEY STAGE TEAMS

chapter |2 pages

P3: Planning and Management of Change

chapter |2 pages

P4: Identifying Personal, Team or Departmental

DEVELOPMENT NEEDS

chapter |2 pages

Skills and attributes

chapter |4 pages

Key areas of subject leadership

chapter |11 pages

P5: The Use of Performance Indicators

TO ESTABLISH SUCCESS CRITERIA

chapter |1 pages

Indicators

chapter |3 pages

P6: Implementation of New Initiatives

chapter |2 pages

P8: Establishing a Team Vision

chapter |2 pages

Numeracy

chapter |1 pages

Curriculum and Assessment

chapter |4 pages

CA1: Audit of Curriculum and Assessment

chapter |1 pages

CA2: Schemes of Work

chapter |1 pages

CA3: Benchmarking and Target Setting

chapter |2 pages

Target Setting

chapter |5 pages

CA4: Value Added Approaches at Subject/Departmental/Year Group Level

DEPARTMENTAL/YEAR GROUP LEVEL (see also Supplement

chapter |5 pages

CA5: Reporting Arrangements

chapter |1 pages

The Headteacher’s Role in Reporting

chapter |3 pages

CA6: Cross-curricular Considerations

chapter |1 pages

Teaching and Learning

chapter |5 pages

TL1: Monitoring and Evaluating the Quality of

LEARNING AND TEACHING

chapter |1 pages

TL2: Agreed Points of Learning

chapter |4 pages

TL3: The Learning Style Inventory

The Task

chapter |2 pages

TL4: Characteristics of Learner Types

AND LESSON PLANNING

chapter |1 pages

Lesson Planning Assignment

chapter |1 pages

The Task

chapter |5 pages

TL5: Effective Teaching Skills

chapter |1 pages

Staffing Issues

chapter |1 pages

S1: Approaches to Empowerment

chapter |1 pages

S2: Managing Staff Development

chapter |3 pages

S3: Working with Teams

Advantages

chapter |1 pages

Team Leaders

chapter |2 pages

Composition of Teams

chapter |2 pages

S4: A Team Building Exercise: reviewing

chapter |1 pages

S5: Managing Under-performing Staff

chapter |1 pages

Other Management Issues

chapter |4 pages

M1: Management of Time

chapter |3 pages

M3: Communication

chapter |2 pages

M4: Management of Conflict

chapter |5 pages

National Organisations

chapter |1 pages

Further Reading